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THE 

BPEYER  SCHOOL 
■1  CURRICULUM 


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THE 


SPEYER   SCHOOL 
CURRICULUM 


PREPARED   BY 

THE  STAFF  AND   SUPERVISORS 

OF  THE 

EXPERIMENTAL  AND   DEMONSTRATION 

SCHOOL 

OF 

TEACHERS  COLLEGE 

COLUMBIA    UNIVERSITY 


Third  Impression 


Published   by 

Srarl^rrB  (Cnllrtur,  (Holumbia  lilninrrBilg 

525  We.i   120ih  Sircct 
New  York  City 


# 


Copyright,  19  13,  by  Teachers  College,  Columbia  University 


uimn 

LF 

AUTHORSHIP  AND  ACKNOWLEDGMENTS 

This  revision  of  the  Speyer  School  Curriculum  has  been 
made  by  the  teaching  staff  of  the  School,  together  with  the  super- 
visors of  the  several  subjects  in  Teachers  College.  Far  more  than 
is  usual,  the  individual  grade  teachers  and  supervisors  have  had  a 
responsible  share  in  the  suggestion,  selection  or  exclusion,  and 
organization  of  material.  In  the  practical  arts,  each  of  which  is 
represented  by  one  or  more  teaching  or  supervisory  representa- 
tives in  the  School,  the  courses  were  made  through  the  close  co- 
operation of  grade  teachers  and  supervisors,  save  in  music,  the 
course  in  which  has  been  almost  wholly  prepared  by  the  Music 
Department. 

The  staff  of  the  School,  including  those  who  teach  or  partici- 
pate directly  in  supervision,  follows: 

Amy   Schiissler Principal 

Mabel  Van  Deventer Assistant  to  the  Principal 

The  Elementary  School 

Julia   Wade    Abbot Kindergarten,  Supervisor 

Ethel  M.  Robinson Kindergarten 

Bertha  M.  Bentley First  Grade,  Supervisor 

Iza  Edith  Andrix Second  Grade 

Ida   Bennett Third  Grade 

Margaret  Wells Fourth  Grade,  Supervisor 

Helen  Bailey  Gover Fifth  Grade 

Blanche  Edna  Campbell Sixth  Grade,  Supervisor 

The  Junior  Secondary  School 

Edwin  A.  Lee Seventh  Grade,  Supervisor 

Florence  Van  Auken  Watkins Eighth  Grade,  Supervisor 

Supervisors  in  Practical  Arts 

Gertrude  K.  Colby Physical  Education 

Mary  Rcesor Physical  lulucation 

Helen  Latham Music 

Ethelwyn  Coventry  Bradish Fine  Arts 


Anna  Lois  Coffey Industrial  Arts 

Robert  Josselyn  Leonard Industrial  Arts 

Anna  M.  Cooley Household  Arts 

Cora  Marguerite  Winchell Household  Arts 

Florence  Ella  Winchell Household  Arts 

As  the  development  of  this  curriculum  has  covered  a  period 
of  two  years,  mention  should  be  made  of  the  aid  given  by  Bertha 
Gath  Thayer,  supervisor  in  the  fourth  grade ;  May  McClane, 
supervisor  in  the  seventh  grade;  and  Isabel  M,  Stephens,  super- 
visor of  physical  education,  all  of  whom  were  in  the  School  in 
1911-12. 

Our  debt  to  the  leaders  in  educational  thought  as  shown 
through  both  practice  and  theory,  is  gratefully  acknowledged. 

Primarily,  however,  credit  for  the  specific  efforts  in  the  or- 
ganization and  testing  of  the  work  in  this  curriculum  is  to  be 
ascribed  to  those  whose  names  are  listed  above. 

Frederick  G.  Bonser,  Director, 


CONTENTS 

PAGE 

Allotment  of  Time vi 

General    Statement 1 

Elementary  School: 

Kindergarten 12 

First   Grade 19 

Second  Grade 32 

Third  Grade 54 

Fourth    Grade 74 

Fifth   Grade 92 

Sixth  Grade 115 

Junior  Secondary  School  : 

Seventh    Grade 134 

Eighth   Grade 157 

Appendix 170 


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COURSES  OF  STUDY  FOR  THE  SPEYER  SCHOOL 

Purposes  of  the  Speyer  School 

The  Speyer  School  is  the  demonstration  and  experimental 
school  of  Teachers  College.  In  this  capacity  it  is  used  to  test 
the  validity  and  efficiency  of  conclusions  and  methods  developed 
in  other  departments  of  Teachers  College.  Effort  is  made  to 
maintain  such  standards  of  excellence  in  the  work  that  it  may 
at  all  times  be  offered  as  a  demonstration  of  good  teaching  under 
conditions  as  nearly  normal  as  possible  in  all  respects.  As  a 
whole  the  School  serves  as  a  kind  of  educational  experiment 
station  for  investigation  and  research  where  advanced  thought 
may  be  applied  and  evaluated. 

The  children  of  the  School  represent  a  typically  cosmopol- 
itan group.  By  occupation,  their  parents  are  engaged  in  various 
forms  of  industrial,  commercial,  and  professional  work.  The 
needs  of  these  children  are  typical  of  those  of  any  diversified 
group  of  American  children,  and  the  work  of  the  School  is  offered 
as  appropriate  to  typical  American  conditions  save  for  the  slight 
adaptations  and  modifications  necessitated  by  purely  local  needs. 

Principles  of  Organization 

That  social  efficiency  which  is  the  aim  of  the  School  involves 
two  basic  principles  of  organization,  namely: 

1.  The  curriculum  of  the  school  should  represent  the  needs 
and  interests  of  present  day  life  in  our  own  immediate  environ- 
ment and  the  world  at  large,  the  social  factor. 

2.  The  work,  at  any  given  stage  of  the  child's  development, 
should  be  that  which  is  adapted  to  the  immediate  enrichment  of 
his  life  as  measured  by  his  individual  needs  and  capacities,  the 
psychological  factor. 

In  applying  these  principles,  two  corollaries  are  implied 
which  it  is  worth  while  to  state  explicitly,  namely: 

A.  In  content  offered,  the  school  should  be  really  demo- 
cratic, providing  material  and  means  for  the  development  of  the 
concrete  thinkers,  the  children  who  can  manage  things,  and  the 
children  of  action,  those  who  can  manage  affairs  and  persons,  as 

I 


2  Spcycr  School  Curriculum 

well  as  of  the  abstract  thinkers,  the  children  who  manage  ideas 
and  tliink  easily  in  terms  of  symbols. 

B.  In  method  of  procedure,  provision  should  be  made  for 
active  participation  in  the  processes  of  real  life  as  this  life  main- 
tains itself  in  our  time  and  as  it  has  developed  in  its  evolution 
from  simple  beginnings. 

On  the  basis  of  the  foregoing  principles,  every  element  in 
every  subject  of  study  is  measured  by  its  value  in  supplying  a 
real  need  appreciated  by  the  child  and  within  the  range  of  his 
capacity. 

The  experience  of  the  child  is  constantly  confronted  by  prob- 
lematic situations  calling  for  aid  in  their  resolution.  By  search- 
ing among  the  accumulated  stores  of  the  race  inheritance  in  this 
reconstruction  of  his  own  experience,  he  grows  into  a  broadening 
and  deepening  appreciation  of  the  numerous  fields  of  valued  ex- 
perience represented  by  the  several  subjects  of  study,  and  develops 
an  increasing  power  to  use  this  material  for  his  own  purposes. 
The  fullest  possible  provision  is  made  for  motivation,  and  abun- 
dant opportunity  is  given  for  initiative,  originality,  and  independ- 
ent self-direction. 

Emphasis  is  to  be  observed  upon  the  industrial,  commercial, 
and  economic  aspects  of  the  school  studies.  But  no  less  emphatic 
is  the  stress  placed  upon  the  social  and  appreciative  phases  of 
these  studies,  giving  to  them  all  of  that  genuineness  of  cultural 
value  resulting  from  viewing  them  in  their  true  relationship  to 
human  well  being.  Art,  in  whatever  form,  is  enduring  only  when 
its  relationship  to  the  fundamental  problems  of  life  is  appreciated. 
Adequate  provision  is  made  for  the  children  to  express  their 
finest  thoughts  and  feelings  through  every  possible  medium,  and 
to  know  and  appreciate  the  best  expressions  of  the  race  in  all  of 
their  varied  forms.  Through  and  through,  the  courses  of  study 
are  humanistic — a  means  of  participating  in  life's  activities  and 
interpreting  them  in  terms  of  their  value  for  human  well  being. 

The  Curriculum  and  Vocational  Guidance 

In  so  far  as  the  curriculum  is  truly  representative  of  the 
interests  and  activities  of  life,  it  offers  opportunity  for  testing  as 
well  as  developing  aptitudes  and  interests  pointing  toward  life 
callings.     While  we  have  as  yet  nothing  which  we  may  call  a 


General  Statement  3 

"vocational  index,"  school  performance  may  be  rated  as  having 
a  very  definite  bearing  upon  capacity  for  certain  types  of  voca- 
tional work.  The  avoidance  of  vocations  for  which  children  are 
by  nature  clearly  unsuited  should  at  least  be  possible  through  a 
knowledge  of  qualities  which  school  work  may  clearly  reveal. 
The  subjects  of  the  school  thus  serve  as  a  constant  type  of  "vo- 
cational analysis"  very  helpful  in  vocational  direction.  Knowledge 
of  the  opportimities  and  limitations  of  the  various  types  of  call- 
ings is  also  furnished  by  the  school  whose  work  is  representative 
of  social  life. 

It  is  believed  that  this  curriculum  is  sufficiently  typical  in  the 
range  and  content  of  its  subjects  to  be  of  large  value  in  this  field, 
offering  opportunities  for  the  awakening  and  developing  of  both 
interests  and  capacities,  for  testing  somewhat  the  range  and  de- 
gree of  capacities,  and  for  providing  that  information  and  experi- 
ence which  will  aid  in  making  an  intelligent  estimate  of  the 
various  callings  in  relationship  to  interests  and  capacities. 

The  Subjects  of  Study- 
English 

The  term  English  comprehends  the  work  in  literature, 
reading,  phonetics,  spelling,  oral  and  written  composition,  and  the 
simpler,  appreciable  generalizations  of  English  grammar.  Rich 
thought  content  is  the  basis  of  language  work  which  counts.  All 
subjects  of  study  are  therefore  tributary  to  English.  All  recita- 
tions are  regarded  as  recitations  in  English.  If  expression  is  not 
clear,  it  is  usually  improved  by  clarifying  the  thought.  The  point 
of  emphasis  throughout  the  work  is  the  development  of  ability 
and  habits  of  freedom  and  correctness  in  speaking  and  writing, 
and  in  interpreting  language  in  oral  and  printed  form.  The 
technical  aspects  of  language,  its  grammar,  are  deferred  until  late 
in  the  course.  Whenever  and  wherever  possible,  generalizations 
are  derived  inductively  and  then  applied.  Much  reading  is  pro- 
vided, and  that  from  the  best  sources.  The  spirit,  the  joy,  the 
author's  thought  and  purpose,  are  the  elements  emphasized.  "To 
miss  the  joy  is  to  miss  all."  The  attempt  is  made  to  fix  permanent 
habits  of  selecting  and  reading  good  literature.  Current  maga- 
zine literature  contributes  its  share. 


4  Spcyer  School  Curriculum 

Writing 

Writing  is  begun  near  the  middle  of  the  first  year.  While, 
in  general,  the  form  side  is  subordinated  to  the  thought  aspect, 
definite  periods  are  provided  for  specific  attention  to  form  with 
practice  in  habituation.  This  type  of  work  continues  through  the 
elementary  school,  the  periods  in  the  upper  grades  being  deter- 
mined by  the  needs  as  evidenced  by  the  children's  work.  The 
Thorndike  handwriting  tests  are  applied  frequently  to  measure 
progress  and  to  encourage  improvement. 

History,  Civics,  and  Social  Life 

The  study  of  social  life  continues  throughout  the  school 
period.  From  the  beginning  of  the  second  grade,  it  is  tied  closely 
to  the  work  in  history.  The  purpose  of  this  study  in  the  lower 
grades  is  to  awaken  and  develop  a  realizing  consciousness  of  the 
children's  own  activities  and  relationships.  The  conditions,  activ- 
ities, industries,  and  occupations  of  the  immediarte  environment 
provide  the  basis  and  content  for  all  of  the  first  year's  work,  the 
major  portion  of  the  second,  and  much  throughout  the  course. 
Social  interdependence  through  these  concrete  illustrations, 
broadening  in  time  and  place  as  ability  develops,  is  impressed  as 
fully  as  children  can  appreciate  it.  Beginning  the  story  of  the 
development  of  society  through  studies  of  simpler  societies  in  the 
second  grade,  using  primitive  forms  selected  as  typical,  the  his- 
toric aspect  grows  until  in  the  third  grade  it  becomes  a  large 
element  in  the  unification  of  the  movement  from  the  type  of  social 
life  of  the  early  Hebrews,  through  the  European  progression,  to 
the  highly  complex  type  in  which  the  children  find  themselves 
to-day.  The  work  of  the  fourth  grade  centers  about  the  life  of 
the  Greeks  and  Romans ;  the  fifth,  that  of  the  later  Romans,  and 
the  Mediaeval  period  to  the  Crusades;  the  sixth,  from  the  Cru- 
sades forward,  stressing  English  history,  to  the  colonization  of 
America  with  brief  detailed  studies  of  Jamestown,  New  York,  and 
Plymouth  as  typical  colonies,  and  with  a  more  intensive  study  of 
New  York  as  the  home  state  of  the  children.  The  seventh  and 
eighth  years  continue  the  study  of  American  history  to  the 
present.  Federal  government  is  taken  up  in  connection  with  the 
adoption  of  the  Constitution,  and  state  and  local  government  in 
its  relation  to  general  government  in  the  summary  of  civics  near 


General  Statement  5 

the  close  of  the  eighth  year,  where  Dunn's  "Community  and  the 
Citizen"  is  used  as  a  text.  Civil  government,  however,  is  an 
aspect  of  social  life  finding  opportunity  for  discussion  through- 
out the  whole  school  period. 

The  work  all  centers  about  the  more  fundamental  economic, 
industrial,  and  social  activities  of  peoples  and  the  gradual  widen- 
ing and  development  of  these.  Large  steps  in  human  progress 
are  met  as  problematic  situations.  As  fully  as  possible  the  chil- 
dren attempt  their  resolution.  Comparisons  with  the  present  are 
constant.  Every  element  is  selected  with  reference  to  its  bearing 
upon  the  present  and  its  aid  in  interpreting  it.  Correlation  with 
work  in  industrial  and  fine  art  is  close.  Geographic  influences 
and  controls  are  emphasized.  The  justification  of  the  whole 
course  rests  upon  its  helpfulness  in  an  intelligent  interpretation  of 
the  present,  and  in  its  giving  the  insight  and  appreciation  for  pro- 
viding a  motive  force  in  the  control  of  conduct. 

Industrial  and  Fine  Arts 

All  work  involving  processes  in  the  transformation  of  mate- 
rials is  included  in  this  field,  A  rich  subject  matter  relating  to 
the  problems  of  man  vital  in  his  control  of  the  material  world  is 
the  backbone  of  the  course.  Until  the  end  of  the  sixth  grade  there 
is  no  differentiation  of  work  for  boys  and  girls,  and  there  is  not 
the  breaking  up  of  the  work  into  the  subjects  heretofore  known  as 
domestic  science,  domestic  art,  manual  training,  and  drawing. 
One  unified  subject  with  appropriate  units  from  each  aspect  of 
the  work  for  each  year  makes  up  the  course.  In  its  organization, 
the  material  groups  itself  about  man's  needs  in  six  particulars, 
namely :  foods  ;  shelter  ;  clothing ;  records ;  utensils ;  and  tools, 
machines,  and  weapons.  The  work  under  each  is  divided  into 
subject  matter  and  projects.  Projects  are  illustrative  of  processes 
of  manufacture.  Their  design  involves  a  careful  study  of  the 
principles  of  design,  an  examination  of  designs  used  to-day,  and 
a  study  of  the  designs  used  by  historic  peoples.  Processes  of  con- 
struction involve,  not  only  hand  production,  but  a  study  of  power 
machinery,  factory  production,  and  transportation.  The  social 
aspects  of  the  subject  include  studies  of  sources  of  material, 
markets,  the  conditions  of  laborers,  and  the  relations  of  employers 
and  laborers,  and  of  these  to  consumers.     Excursions  form  an 


6  Speyer  School  Curriculum 

essential  part  of  the  work.  The  Metropolitan  Museum  of  Art  and 
the  American  Museum  of  Natural  History  are  often  visited. 
Much  emphasis  is  placed  upon  the  study  of  these  topics  from  the 
standpoint  of  the  consumer — the  development  of  intelligence  and 
appreciation  in  selection.  All  will  use  from  each  field  of  industry 
and  art.  but  few  will  produce  in  each.  Those  having  inherent  apti- 
tudes for  production,  however,  may,  and  should,  discover  them- 
selves by  this  work.  It  thus  becomes  of  specific  use  in  vocational 
guidance. 

History  as  studied  in  the  lower  and  middle  grades  furnishes 
an  invaluable  aid  in  the  work  here  offered.  Industrial  geography 
and  nature-study  are  also  closely  correlated  with  many  aspects  of 
the  industrial  arts  work. 

In  the  seventh  and  eighth  grades  the  work  is  differentiated  to 
meet  the  needs  of  children  whose  interests  and  aptitudes  are 
diverging,  and  whose  work  must  be  shaped  so  as  to  point  toward 
some  group  of  life  callings. 

While  the  elements  of  design  and  decoration  are  vitally  in- 
volved in  their  concrete  usage  in  the  elementary  school,  and  are 
thus  largely  provided  for  in  connection  with  industrial  arts 
projects,  there  are  some  aspects  of  the  fine  arts  work  which  must 
be  given  apart  from  industrial  application.  Picture  studies, 
studies  of  the  lives  and  works  of  the  masters  in  graphic  and 
plastic  art,  and  studies  in  other  phases  of  fine  arts  expression  are 
provided.  The  largest  end  point  in  the  work  is  the  development 
of  good  judgment  and  cultivated  appreciation  so  that  an  ideal  is 
established  for  doing  everything  in  a  fine  way. 

Geography  and  Nature-Study 

Home  geography  in  close  connection  with  the  study  of  social 
and  industrial  life  makes  up  the  first  three  years'  work.  Geo- 
graphic controls  in  relationship  to  local  occupations  and  industries 
are  the  basis.  The  fourth  year  leads  out  to  the  more  important  and 
appreciable  industries  of  the  United  States,  and  toward  the  close 
of  the  year  to  a  notion  of  the  world  as  a  whole.  The  fifth  year  is 
given  to  a  somewhat  intensive  study  of  North  America.  The  sixth 
year,  emphasizing  geographical  principles  as  one  end  point,  utilizes 
South  America  for  detailed  study,  later  applying  principles 
developed  to  Europe,  emphasizing  also  elements  of  commercial  and 
historic  importance.    Asia,  Africa,  and  Australasia  are  similarly 


General  Statement  7 

covered  in  the  seventh  year.  A  general  review  of  commercial  and 
industrial  geography  with  especial  reference  to  the  United  States 
is  the  work  of  the  eighth  year.  The  history  work  requires  the 
constant  use  of  maps  and  references  to  geographic  controls.  Cur- 
rent events  as  studied  in  the  middle  and  upper  grades  also  involve 
a  daily  use  of  world  geography.  The  correlation  of  industrial 
arts  with  geography  again  requires  the  use  of  the  geography  of 
many  parts  of  the  world. 

The  nature-study  is  so  closely  related  to  the  geography  on 
the  one  hand,  and  the  industrial  arts  on  the  other,  that  it  is 
usually  treated  as  an  aspect  of  one  of  these  subjects.  This  is  at 
least  true  of  the  economic  phase  of  nature-study.  The  aesthetic 
phase  receives  attention  throughout  the  years  of  the  school  course, 
much  of  the  work,  however,  being  incidental. 

Mathematics 

Through  the  large  emphasis  upon  the  industrial  and  com- 
mercial aspects  of  life,  there  is  motivation  for  every  mathematical 
process  of  importance  to  everyday  life.  While  the  quantitative 
side  of  things  receives  some  attention  in  even  the  first  year  of 
the  kindergarten,  formal  number  work  does  not  appear  until  near 
the  close  of  the  first  grade,  and  its  place  is  not  large,  even  through 
the  second  year.  The  emphasis  throughout  the  course  is  upon 
number  as  a  tool  for  solving  problems  of  daily  importance.  The 
economic  problems  presented  by  the  proper  development  of  the 
industrial  arts,  and  of  commercial  and  industrial  geography,  offer 
a  rich  and  worthy  content  for  mathematical  work  of  the  most 
practical  kind.  Facts  and  processes  found  essential  are  made 
thoroughly  automatic  by  adequate  application  and  practice. 

Music 

The  statement  following,  and  the  outline  of  the  course  in 
music  have  been  prepared  by  the  Department  of  Music  of  Teachers 
College,  save  only  those  statements  which  refer  to  program  music 
and  history  of  music.  Practically  all  of  the  music  work  is  given 
by,  or  under  the  immediate  direction  of,  the  Music  Department. 
Most  of  the  work  relative  to  musical  instruments,  festivals  of 
peoples,  stories  of  the  masters  in  music,  the  literary  content  of 
songs,  and  the  place  of  music  in  the  religious  and  social  life  of 
historic  peoples  studied  in  the  middle  and  lower  grades  is  given 
by  the  grade  teachers. 


8  Spcycr  School  Curriculum 

The  work  of  the  eight  years  is  divided  into  three  characteristic 
groups  detemiined  by  the  phase  of  work  emphasized  :  First  phase, 
from  Song  to  Notation,  Grades  1-3;  second  phase,  from  Notation 
to  Song.  Grades  4-6;  third  phase,  Broadening  Musical  Experi- 
ence, Grades  7-8. 

Comparison  of  the  First  and  Second  Phases.  The  first 
phase,  from  Song  to  Notation:  (i)  Presents  the  work  through 
a  direct  musical  appeal.  The  pupil  is  led  to  observe,  define,  and 
finally  describe  in  terms  of  musical  notation  what,  in  all  cases, 
he  has  first  heard  and  sung.  (2)  Emphasizes  musical  experience 
in  the  form  of  rote  songs  and  the  gradual  definition  of  this 
experience  through  association  with  notation.  (3)  Passes  from 
expression  through  imitation  to  thought.  (4)  Drill  grows  out 
of  the  effort  to  formulate  what  is  felt. 

The  second  phase,  from  Notation  to  Song:  (i)  Comple- 
ments the  first  in  that  the  process  is  reversed  and  the  musical 
thought  is  first  presented  to  the  eye  in  notation.  This  the  pupil 
rapidly  coordinates,  forming  a  musical  concept  which  he  finally 
sings.  (2)  Emphasizes  drill  in  the  practical  application  of  the 
association  formed  by  means  of  sight  singing.  (3)  Passes  from 
thought  through  notation  to  expression.  (4)  Drill  grows  out  of 
effort  to  formulate  what  is  seen. 

The  first  and  second  phases  taken  together  supply  the  musical 
experience,  knowledge,  and  skill  necessary  to  form  the  basis  of 
the  third  and  last  phase  of  the  work. 

The  Third  Phase.  The  third  phase  has  for  its  aim  not  so 
much  the  development  of  technical  skill  as  the  widening  of  musical 
experience  and  knowledge  by  interesting  the  pupil  in  instruments ; 
instrumental  music,  the  forms  and  characteristics ;  musical  biogra- 
phy and  history. 

The  work  thus  forms  a  complete  unit,  though  the  latter  part 
is  necessarily  rudimentary,  given  in  a  skeleton  form,  yet  capable 
of  serving  the  further  musical  experience  of  the  pupil  whether  he 
goes  into  the  high  school  or  enters  on  his  vocation.  At  the  same 
time  it  serves  the  immediate  needs  of  the  pupils. 

Song  Material.  The  choice  of  song  material,  especially 
in  the  earlier  grades,  grows  out  of  the  seasonal  changes  of  the 
year  and  the  recurring  festivals  such  as  Christmas,  Thanksgiving, 
May  Day.  and  Arbor  Day.    These  songs  are  sung  by  the  school 


General  Statement  9 

in  chorus,  by  groups  of  grades,  by  separate  grades,  and  also  by 
the  pupils  individually,  an  aim  being  to  have  every  pupil  able  to 
sing  a  number  of  songs  alone. 

The  choice  of  subjects  for  study  and  drill  grows  out  of  the 
nature  of  the  child  and  the  relation  to  each  other  of  the  musical 
problems  to  be  solved.  These  problems  are  dealt  with  in  stages, 
each  having  a  characteristic  feature,  e.  g.,  tone  production,  rhythm, 
pitch.  These  again  are  divided  into  steps,  when  necessary,  each 
stage  a  step  taking  from  three  to  six  weeks,  sufficiently  long  to 
complete  a  unit  of  work  and  to  make  a  definite  lasting  impression 
that  may  be  built  upon  when  the  subjects  recur,  and  yet  not  long 
enough  to  weary  the  pupil  and  destroy  interest. 

Musical  Appreciation.  Complementing  the  above  work  in 
the  appreciation  of  music,  there  is  given  every  two  weeks,  in 
connection  with  general  exercises  for  the  whole  school,  a  series 
of  programs,  consisting  partly  of  music  and  partly  of  readings 
and  recitations. 

The  musical  part  of  the  programs,  given  by  the  whole  school, 
a  grade,  an  individual  pupil,  or  by  invited  musicians,  often  centers 
about  the  story  of  some  famous  composer.  The  literary  part, 
while  supplying  the  biographical  story  for  the  music,  covers  a 
still  wider  range  by  giving  an  opportunity  for  the  various  grades 
to  prepare  exercises  showing  the  position  and  esteem  in  which 
music  was  held  in  lands  and  times  of  which  the  music  might 
seem  strange  to  us,  and  to  learn  the  nature  of  the  instruments 
employed.  Thus  it  is  possible  to  show  the  position  of  music  as 
illustrated  in  mythology  and  in  the  stories  of  the  Hebrews,  Greeks, 
Romans,  Crusaders,  Master-singers  and  Minne-singers,  down  to 
the  time  when  music  can  speak  for  itself. 

The  subject  of  music  thus  correlates  with  what  is  learned  of 
the  customs  of  other  peoples.  The  aim  of  this  work  is  to  induce 
a  more  responsive  state  of  mind  towards  music  through  a  knowl- 
edge of  the  esteem  and  dignity  in  which  it  has  been  held. 

In.strumental  Music.  The  courses  are  open  to  those 
children  who  wish  to  study  the  piano  or  violin  under  competent 
teachers  as  one  of  the  accredited  studies  of  the  School.  Daily 
instruction,  at  least  in  elementary  work,  is  an  urgent  necessity. 
The  courses  are  planned  to  provide  daily  lessons. 


lO  Speyer  School  Curricuhivi 

First  Period.  The  children  learn  to  sing  and  play  songs 
and  melodies  for  the  cultivation  of  a  musical  memory,  and  to 
awaken  an  interest  in  the  study  of  music.  They  bring  to  the 
lessons  little  songs  and  melodies  they  have  invented  and  learn  to 
plav  them.  They  learn  how  to  write  on  the  staff  melodies  they 
hear,  and  how  to  read  and  play  simple  music  from  notes.  They 
lav  a  foundation  for  a  right  and  easy  use  or  the  fingers  and  hands. 

Second  Period.  Development  of  technique,  and  artistic 
pianoforte  and  violin  playing.  Sight  reading  for  voice,  piano,  and 
violin.  Writing  heard  melodies.  Thirty  to  sixty  minutes'  practice 
each  day  is  required  of  pupils  of  this  grade. 

Physical  Education  and  Hygiene 

Daily  periods  of  rest  and  of  play  and  games  in  the  gymnasium 
provide  adequate  relaxation  and  physical  activity  for  the  children. 
The  games  and  plays  are  often  correlated  with  studies  in  history, 
literature,  and  music.  Folk  games  and  dances,  festivals,  and 
pageants  are  extensively  used.  Marches,  drills,  and  some  use  of 
apparatus  aid  in  developing  carriage,  grace,  and  strength.  Cor- 
rective exercises  are  given  where  needed.  That  every  activity 
be  genuinely  health-giving,  mental  participation  with  intelligence 
and  enjoyment  is  sought  as  a  necessary  accompaniment. 

Hygienic  aspects  of  life  are  emphasized  wherever  opportunity 
offers — in  the  gymnasium,  in  connection  with  studies  in  foods, 
clothing,  housing,  care  of  the  home,  the  sanitation  of  the  street 
and  city,  and  in  many  other  relationships  found  in  nearly  every 
subject  of  study.  The  studies  in  industrial  arts  and  in  history  are 
especially  rich  in  materials.  Right  habits  of  living  as  well  as 
right  ideas  about  living  are  inculcated  in  so  far  as  possible. 

Quantity  of  Work 

In  several  subjects,  more  work  is  outlined  for  each  year  than 
can  usually  be  covered.  The  work  is  so  organized  that  frequent 
selections  may  be  made  among  several  possibilities.  The  minimum 
of  work  for  any  year  is  that  which  will  teach  the  principles  given 
for  that  year.  As  conditions  vary,  selection  will  vary  as  the 
judgment  of  the  teacher  may  determine.  The  aim  is  to  provide 
a  sufficient  range  or  scope  of  material  so  that  there  will  be  no 
difficulty  experienced  in  adapting  the  work  to  situations  as  they 
arise. 


General  Statement  li 

Organization  of  the  School  by  Years 

The  organization  of  the  School  indudes  two  divisions : 

1.  An  elementary  school  consisting  of  a  two  years'  kinder- 
garten course  and  the  first  six  grades. 

2.  A  junior  secondary  school  of  two  years. 

The  work  of  the  elementary  school  is  unified  and  common 
for  all  children  regardless  of  sex,  prospective  vocation,  or  social 
status.  It  includes  that  common  knowledge,  experience,  appre- 
ciation, and  sympathy  which  are  fundamental  in  any  life  activity. 

The  work  of  the  junior  secondary  school  recognizes  the  need 
for  certain  forms  of  differentiation  in  response  to  differences 
developing  in  individual  interests,  capacities,  and  inclinations 
represented  by  groups  of  social  activities  or  life  callings.  These 
differentiations  do  not  imply  the  choice  of  a  definite  calling,  but 
they  provide  for  work  helpful  in  realizing  such  a  choice  if  made. 
For  our  environment,  they  need  to  take  account  of  four  groups 
of  life  activities — the  professional,  the  industrial,  the  commercial, 
and  the  household,  omitting  the  agricultural  group. 


KINDERGARTEN 

The  work  of  the  kindergarten  is  the  outcome  of  the  imme- 
diate interests  and  activities  of  the  children.  The  individual 
experience  of  each  child  is  enlarged  and  enriched  through  asso- 
ciation with  other  children. 

The  materials  naturally  emerge  from  the  dominant 
sources  of  experience — nature  and  social  life.  The  child's  own 
life  is  a  response  to  this  order  of  nature  and  society.  The 
kindergarten  takes  these  experiences  of  the  children,  gives 
socialized  meaning  to  them,  directs  attention  to  new  aspects  of 
them,  and  leads  the  way  to  new  experiences,  providing  means  for 
their  realization.  Through  the  emphasis  shown  in  selection,  and 
the  values  developed  in  the  reconstruction  of  their  experiences,  the 
children  grow  in  power  and  ability  to  control  and  appreciate  the 
various  aspects  of  their  own  activities  in  relationship  to  the  nature 
and  society  of  which  they  are  a  part. 

As  a  practical  basis  of  organization,  the  c>cle  of  the  seasons 
is  recognized  as  the  simplest  means  of  determining  the  sequence 
of  the  nature  aspects  of  the  work.  The  experience  of  the  race 
in  its  response  to  this  order  of  nature  likewise  gives  a  basis  for 
the  organization  of  much  of  the  social  life  of  man,  the  two  aspects 
merging  in  the  vocational  activities,  the  festivals,  the  recreations, 
and  the  holidays,  all  so  significant  for  child  life. 

In  a  very  brief  summary,  illustrations  of  the  points  of 
emphasis  are  shown  in  the  following  outline : 

Autumn 

Nature  :  Shorter  days ;  cooler  weather ;  autumn  colors ; 
leaves  turning  and  falling ;  ripening  of  grains,  fruits,  and  vegeta- 
bles ;  migration  of  birds ;  squirrels  gathering  nuts. 

Social  T.ife  :  The  return  from  vacation  trips ;  opening  of 
school ;  the  school  "family" ;  the  home  family ;  the  harvest ;  the 
food  supply ;  food  in  the  market  traced  to  the  country ;  the  farmer, 
the  miller,  the  baker,  the  grocer ;  transportation ;  the  vocational 
activities  of  parents  and  of  others  producing  foods ;  excursions 
to  farm,  grocery,  and  bakery. 

The  work  of  the  season  culminates  in  the  Thanksgiving 
festival  with  rejoicing  in  the  harvest  and  the  reunion  of  families, 
with  the  appropriate  songs,  plays,  and  games. 

12 


Kvidergarten  13 

Winter 

Nature  :  Shorter  days ;  sun,  moon,  and  stars ;  cold  weather ; 
snow  and  ice ;  withered  vegetation ;  leafless  trees ;  evergreen  trees ; 
furry  coats  of  animals. 

Social  Life:  Winter  clothing  and  food;  winter  activities; 
sports  and  games ;  the  calendar ;  names  of  days  and  months ;  mak- 
ing toys  and  gifts  for  the  winter  festivals ;  decorating  Christmas 
trees ;  making  valentines ;  making  flags.  Considerations  of  time 
here  taken  up — day  and  night,  morning  and  evening — lead  to  ques- 
tions of  the  distribution  of  human  activities  in  relationship  to 
time.  The  night  workers  in  delivering  milk,  vegetables,  and 
fruits ;  the  watchmen  and  policemen,  the  street  car  workers,  and 
some  others  are  noted  in  comparison  with  the  day  work  of  the 
blacksmith,  mason,  carpenter,  paper-hanger,  garment-maker,  shoe- 
maker, and  others  not  approached  directly  through  any  seasonal 
change.  Through  observations,  excursions,  stories,  songs,  and 
plays  these  are  all  appreciated  in  their  artistic  or  emotional  phases 
as  well  as  in  their  more  practical  meaning  and  value.  The  activ- 
ities of  the  home  and  the  interdependence  of  the  members  of  the 
family  receive  attention,  leading  the  children  to  appreciate  the 
meanings  of  these  activities  and  to  participate  in  them  as  they 
occur  during  the  year. 

The  seasonal  work  centers  in  part  about  the  festival  activities 
of  Christmas,  New  Year's  Day,  St.  Valentine's  Day,  and  patriotic 
occasions,  as  the  birthdays  of  Washington  and  Lincoln. 

Spring 

Nature  :  Longer  days ;  warmer  weather ;  awakening  vege- 
tation ;  coming  of  the  leaves  ;  return  of  the  birds  ;  the  budding  and 
blossoming  of  flowers  ;  animal  activities. 

Social  Life  :  Planting  of  seeds ;  care  of  plants ;  vocational 
activities  in  gardening  and  farming;  excursions  to  garden  and 
farm ;  games  and  plays  of  spring ;  making  of  Easter  gifts ;  May 
baskets  and  May  pole  dance. 

The  season  is  welcomed  through  the  Easter  festival,  and  its 
work  culminates  in  a  May  Day  festival  near  the  close  of  the  year. 

To  give  fuller  content  and  meaning  to  those  aspects  of  life  all 
about  them,  the  children  use  those  materials  which  are  most  real 
to  their  experience,  involving  form,  color,  and  constructive  rela- 


14  Sf^cvcr  School  Cunuiilmn 

tionsliips  actually  etitcritig  into  the  everyday  ai'lairs  of  life.  Ob- 
servation of  (|ualities  as  thin,<:^s  apart  from  the  objects  of  social 
experience  to  which  they  belong  forms  no  ])art  of  this  work.  In- 
terpretations of  form,  color,  construction,  natmal  phenomena,  and 
social  life  are  all  in  terms  of  concrete  human  relationships.  Ap- 
preciable enrichment  of  experience  is  the  test  b\-  which  work  in 
the  kindergarten  must  be  evaluated  just  as  much  as  in  the  grades. 
The  relationship  of  the  work  of  the  kindergarten  to  that  of 
the  first  grade  is  very  close.  The  kindergarten  deals  with  life  as  a 
whole,  therefore  its  work  includes  some  phases  of  each  of  the 
subjects  of  study.  As  life  to  the  child  is  a  unity  which  he  is  in- 
capable of  analyzing,  the  studies  are  not  difterentiated,  and  the 
elements  of  each  are  treated  in  their  vital  relationship  to  the  unified 
whole.  In  the  primary  grades,  the  children  come  to  demand  a 
more  realistic  interpretation  of  ideas,  while  in  the  kindergarten 
they  are  satisfied  to  express  these  same  ideas  in  a  play  form.  In 
the  primary  grades,  differentiation  may  therefore  begin  through 
more  restricted  selection  and  organization  of  materials,  and  more 
intensity  in  treatment.  However,  beginnings  are  made  in  the 
kindergarten  which  point  rather  definitely  toward  each  of  the 
differentiated  subjects  found  in  the  grades.  A  very  brief  state- 
ment of  some  elements  appearing  from  each  study  follows: 

English 

The  free  or  spontaneous  expression  in  the  conversations  of 
the  morning  circle,  the  occupations,  and  the  other  activities,  and 
the  more  formal  expression  in  the  stories,  songs,  rhymes,  and 
dramatizations  are  all  excellent  work  in  the  several  phases  of 
English.    A  rich  thought  content  is  developing  as  a  basis  for  read- 
ing ;  the  cultivation  of  taste  and  the  development  of  appreciation 
for  good  literature  are  begun ;  and  the  capacity  for  expressing 
ideas  with  simplicity  and  some  degree  of  correctness  is  cultivated. 
A  list  of  literary  selections  illustrative  of  the  stories  used 
follows : 
Fairy  Tale,  Folk  Lore,  and  Fable  : 
The  Three  Bears  25,  26,  2j,  30,  T,y 
The  Three  Pigs  25,  27 
The  Musicians  of  Bremen  30 


I  Numbers  refer  to  books  containing  stories  and  poems.  A  full  list  of 
books  with  publishers'  names  forms  an  appendix  at  the  close  of  this 
l>ook. 


Kindergarten  15 

The  Elves  and  the  Shoemaker  32 

Cinderella  24,  26.  27,  30,  31,  32,  33,  45 

Jack  and  ihe  Bean  Stalk  24,  26,  27,  33 

Thumbelina,  Andersen,  Adapted  28 

Little  Fir  Tree — Andersen,  Adapted  28 

Five  Little  Peas  in  a  Pod — Andersen,  28,  35 

The  Ugly  Duckling — Andersen  14.  24,  26,  28,  30,  31,  32 

Oid  Woman  and  the  Pig  30 

Little  Red  Hen  and  the  Grain  of  Wheat  35 

The  Sleeping  Beauty  13-II,  31,  33 

Timothy's  Shoes — Adapted  from  Mrs.  Ewing 

The  Lion  and  the  Mouse  27 

The  Sun  and  the  Wind  27 

A  Lesson  in  I'aith  3 

Bihle  and  Hero  Storiks  : 
The  Lost  Sheep  37 
The  Birth  of  Christ  37 
Nahum  Prince  3 
George  Washington — Selected  material 

Miscellaneous  : 

The  Crane's  Express  3 
All  Year-Round  Story  3 
The  Choice  84 

Poems  : 

Twinkle,  Twinkle  Little  Star  1,  2,  5 

Blow  Wind,  Blow — Mother  Goose  9,  24 

The  Harvest  Is  In,  Songs,  20 

Jack  and  Jill — Mother  Goose,  9,  24 

Mistress  Mary — Mother  Goose  9,  24 

Sing  a  Song  of  Sixpence — Mother  Goose,  9,  24 

Pussy  Cat — Mother  Goose  9,  24 

Jack  Horner — Mother  Goose,  9,  24 

Simple  Sim(jn — Mother  Goose  9,  24 

Humpty  Dumpty — Mother  Goose  9,  24 

A  Hapity  Thought — Stevenson   10 

Time  to  Rise — Stevenson  10 

The  Wind — Stevenson  1,  10 

The  Swing — Stevenson  i,   10 

Sing  a  Song  of  Seasons — Last  stanza,  Autunni  Fires- -Stevenson   10 

Finger  Plays : 

This  is  the  Church 

These  are  My  Grandfather's  Knives  and  Forks 

The  Garden  Bed  8 

How  the  Corn  Grew  8 

The  Squirrel  8 


l6  Speyer  School  Curriculum 

A   Little   Boy's   Walk  in   Summer  8 
A  Little  Boy's  Walk  in  Winter  8 

Social  Life 

The  family  and  home  activities,  the  vocational  activities,  and 
the  other  institutional  activities  seen  and  participated  in  by  the 
children,  in  realistic  or  dramatized  form,  through  their  study  of 
surrounding  life,  all  arouse  in  them  simple  notions  of  the  basic 
interdependence  of  social  life,  of  social  cooperation,  and  of  indi- 
vidual responsibility.  The  work  serves  to  give  some  conscious 
meaning  and  value  to  these  activities  by  which  society  keeps  itself 
going.  It  constitutes  the  beginnings  of  those  features  of  civic  and 
social  life  forming  the  most  important  part  of  the  history  study 
which  is  to  come  later. 

Industrial  and  Fine  Arts 

The  hand  work  emphasizes  the  capacity  to  express  ideas  and 
feelings  through  materials.  The  study  involves  simple  forms  of 
construction,  simple  and  harmonious  uses  of  color,  simple  prob- 
lems in  line,  spacing,  and  proportion,  the  constant  idea  of  appro- 
priateness to  purpose,  the  possibilities  of  using  such  media  as 
crayon,  paint,  clay,  paper,  textiles,  and  wood  for  the  expression  of 
ideas  and  feelings,  and  the  consideration  of  all  constructions  in 
whatever  medium  in  relation  to  their  human  value.  This  work  is 
quite  definitely  a  beginning  in  the  continuous  study  of  the  fine  and 
the  industrial  arts. 

Nature-Study 

The  study  of  seasonal  changes,  of  weather  phenomena,  of 
garden  and  farm,  of  food  and  shelter,  of  transportation  and  trade, 
and  of  the  aesthetic  aspects  of  plant  and  animal  life  constitutes  the 
beginnings  of  the  nature-study  and  geography  work  which  pro- 
ceeds throughout  the  grades  wherever  man's  conduct  is  in  re- 
sponse to  geographic  controls. 

Number 

The  counting  involved  in  the  number  combinations  used  in 
bead  stringing  and  game  formations,  the  notions  of  proportion  and 
measurement  and  the  ideas  of  quantitative  relationship  required  in 
most  of  the  constructive  work  with  materials  are  basic  niunber 


Kindergarten  VJ 

experiences  which  lead  directly  toward  the  wider  and  more  formal 
use  of  number  in  the  grades. 

Music 

In  the  rote  songs,  in  the  use  of  songs  and  instrumental  music 
in  the  plays  and  games,  and  in  the  music,  vocal  and  instrumental, 
listened  to  for  the  sake  of  the  pleasure  it  gives  them,  the  children 
begin  the  work  in  music  which  takes  a  somewhat  more  formal 
character  in  the  first  grade. 

A  list  of  songs  illustrative  of  the  types  used  is  here  given : 
The  Family  : 

Cradle  Song  9 

Goodbye  Song  i 

Good  Morning  to  You  2 

Mother's   Knives  and  Forks   i 

This   Is  the  Mother  3 
Seasons  and  Festivals  : 

Come  Lassie  and  Lad — May  Pole  Song  4 

Harvesting  Song  3 

O  Come  Dear  Little  Children  2 

Old  Santa  Claus  5 

Once  a   Little   Baby   Boy  6 

Once  Unto  the  Shepherds  i 

Santa  Claus  7 

Sing  a  Song  of  Seasons  8 

Sing    Happy    Children — Chorus    la 

Spring  Is  Coming  11 

The  Little  New  Year  6 
Weather  Songs  : 

Jack  Frost  8 

North  Wind  Doth  Blow  9 

Snow  Man  10 

The  Rainy  Day  10 
Nature  Songs  : 

Come  Little  Leaves  6 

Dandelion    i 

Lovely  Moon  2 

See  the  Pretty  Bunny  10 

The   Blue    Bird   10 

The  Nest  i 

This  Is  Little  Yellow  Head  10 
Hymns: 

All  Things  Bright  and  Beautifal  a 


i8  Spcycr  School  Curriciihim 

Come,  Come,  People.  Come  2 
Do  you  Know  How  Many  Stars  6 
Guard  Thy  ChiKlren  3 
Little  Lamb  So  White  and  Fair  6 

Voi'ATioNAL  Songs  : 
The  Blacksmith  1 
The  Shoemaker  i 
The  Carpenter  13 

The  numbers  following  the  songs  indicated  above  refer  respectively  to 
the  following  books  which  contain  them.  These  books  contain  many  other 
excellent  selections  for  the  kindergarten  and  lower  grades. 

1.  Songs  of  the  Child  World,  I,  Riley  and  Gaynor — Church. 

2.  Song  Stories  for  Kindergarten,  Hill — Summy. 

3.  The  Eleanor  Smith  Music  Course— Amer.  Bk.  Co. 

4.  Kindergarten  Chimes,  K.  D.  Wiggin — Button. 

5.  Song  Echoes,  H,  Jenks — Ditson. 

6.  Songs  and  Games  for  Little  Ones,  I,  Walker  and  Jenks— Ditson. 

7.  Finger  lays,  Poulsson — Lothrop. 

8.  The  Song  Primer,  Alys  Bentley — Barnes. 

9.  Mother  Goose  Set  to  Music,  J.  W.  Elliott — McLaughlin. 

10.  Small  Songs  for  Small  Singers,  W.  H.  Neidlinger— Schirmer. 

11.  Eleanor  Smith  Primer — Silver,  Burdett. 

12.  Nature  Songs  for  Children,  Fanny  Knowlton — Milton  Bradley. 

13.  Songs  and  Music — Mother  Play,  Blow — Appleton. 

Physical  Education  and  Hygiene 

Materials  rich  in  imaginative  elements  find  expression  in 
plays,  games,  rhythms,  and  dancing.  This  material  gives  ample 
opportunity  for  needed  physical  activity,  and  at  the  same  time 
provides  for  developing  that  refinement  needed  to  give  uncon- 
scious control  and  grace  in  bodily  movements. 

Hygiene  is  emphasized  in  relation  to : 

1.  The  situations  that  arise  in  the  life  of  the  school  family : 
Morning  greeting — clean  hands  and  faces ;  lunch  period — table 
manners  ;  personal  habits — coughing,  use  of  the  handkerchief ;  use 
of  materials — neatness  and  order. 

2.  Situations  relating  to  home  life.  In  dramatizing  the  daily 
round  of  activities,  there  are  brought  out  such  ideas  as  eating 
plenty  of  good  food,  dressing  appropriately,  bathing,  brushing 
the  teeth,  getting  plenty  of  sleep,  and  opening  the  window  in  the 
sleeping  room. 


FIRST  GRADE 

English 

The  work  in  this  grade  is  largely  oral.  Dramatization  is  used 
extensively  to  develop  freedom  and  initiative  in  expression  and 
action.  Stories,  poems,  songs,  and  oral  work  in  all  of  the  other 
subjects  give  rich  thought  content,  occasion  for  expression,  and 
extended  practice  in  developing  freedom  and  improvement  in 
speaking.  Careful  selection  has  been  made  from  among  the 
numerous  sources  of  the  best  literary  material,  and  those  classics 
which  by  long  experience  have  been  foimd  most  interesting  to 
children  are  used.  The  following  list  contains  many  of  the  best. 
Not  all  are  used,  but  from  this  suggestive  list  those  are  taken 
which  best  suit  conditions  at  a  given  time.  The  stories,  poems, 
and  rhymes  used  in  the  kindergarten  are  reviewed,  and  some  of 
them  are  used  in  the  first  reading  lessons. 

Literature.  To  be  told  by  the  teacher  and,  in  many  cases, 
to  be  reproduced  by  the  children  : 

Stories  : 

Myths — Greek  and  Norse 

Belleraphon  and  Pegasus  i,  2-II,  3,  4,  151 

Phaeton  5 

Ulysses  and  the  Bag  of  Winds  i,  2-I,  13 

Siegfried's  Childhood  8,  9,  16,  19,  21 
Fairy  Tale,  Folk  Lore,  and  Fable : 

The  Brave  Tin  Soldier  28,  32 

The  Discontented  Pine  Tree  30 

Four  Accomplished  Brothers  32 

The  Frog  Prince  29-I,  32,  34 

How  the  Woodpecker  Got  Its  Red  Head  5 

The  Boy  and  the  Wolf  24 

The  Dog  and  His  Shadow  12-I 

Dick  Whittington  and  His  Cat  83 

Chicken  Little  35 

The  Gingerbread  Man  71 

Three  Little  Goats  Gruff  13-I,  72 

The  House  in  the  Wood  23 

Little  Half  Chick  73 

The  Town  Mouse  and  the  Country  Mouse  72 

The  Lambkin  T2, 


■   Numbers  refer  to  I)ooks  containing  stories  and  poems.     A   full  list 
of  books  with  publishers  forms  an  ap|)endix  at  the  clcise  of  this  book. 

19 


ao  Speyer  School  Curriculum 

Prince  Cherry  73 

The  Fisherman  and  His  Wife  83 

Bible  and  Hero  Stories: 
David  and  Goliath  36,  Z7 
Joseph  36,  37 
The  Christ  Child  38 
The  Leak  in  the  Dyke  42 
St.  George  and  the  Dragon  40 

Humorous  Stories: 

The   Moon  in  the  Mill  Pond  41 

Little  Black  Sambo,  Bannerman — E.  A.  Stokes  Co. 

Another  Little  Red   Hen  73 

How  Brother  Rabbit  Fooled  the  Whale  and  the  Elephant  73 

Other  Stories: 

Raggylug  25,  50,  51 

Peter  Rabbit,  Potter — Henry  Altemus 

The  Pig  Brother  25 

Dickey  Smiley's  Birthday  49 

Pattie's  New  Dress  74 

Poems: 

September,  one  stanza — Jackson  i,  5 

How  the  Leaves   Came   Down,  two  stanzas   i,   5 

I  Love  You,  Mother  i 

Singing — Stevenson  i,  10 

Mother  Goose  Melodies 

Little  Boy  Blue 

Two   Little   Blackbirds 

Jack  Be  Nimble 

Hey,  Diddle,  Diddle 
Autumn  Leaves  5 
October  Gave  a  Party  5 
November  i 
My  Shadow  2,  7,  10 
Christmas  Song — Field  I 

'Twas  the  Night  Before  Christmas — Moore  i,  2 
A  Million  Little  Diamonds  11 
The  Cow — Stevenson  7,  10 
The  Little  Kittens  5 
The  Drum — Field  6 
The  Wind — Rosetti  3 
The  Sunbeams — Poulsson  5,  7 
The  Seed — Kate  Brov^n  i 
Rain — Stevenson  7,  10 
Little  Birdie — Tennyson  18 
The  Wonderful  Meadow,  one  stanza — Wadsworth   i 


Grade  I  21 

Duty  of  Children — Stevenson  10 
Bed  in  Summer — Stevenson  10 
The  New^  Moon  5 
Come,  Little  Leaves  5 
I  Love  Little  Pussy — Taylor  3,   14 
Songs: 

Connected  with  occasions,  seasons,  and  daily  interests.    See  Music. 

Memorizing.  Quite  a  number  of  the  poems  liked  best  by  the 
children  are  memorized.  Most  of  these  are  used  in  morning  exer- 
cises or  on  festal  occasions. 

Reading.  The  work  in  story  telling,  dramatization,  and  con- 
versation in  the  kindergarten  furnishes  a  splendid  basis  for  the 
reading  lessons  in  the  first  grade.  The  first  lessons  are  rhymes, 
and  simple  reproductions  of  stories  printed  upon  manilla  tagboard 
by  the  aid  of  the  price  and  sign  marker.  When  a  sufficient  vocab- 
ulary has  been  learned  to  make  the  use  of  books  possible,  one  of 
the  following  is  selected  and  used  in  part  or  as  a  whole,  followed 
by  some  other  from  this  list  or  some  other  book  of  similar  quality 
and  gradation,  and  so  on  for  the  year,  the  selection  being  deter- 
mined by  the  growing  ability  of  the  children : 

Language  Primer,   Baker,   Carpenter — Macmillan. 

Aldine   Primer,    Bryce,    Spaulding — Newson. 

Summers  Primer,  Maude  Summers — Beattys. 

Child  Classics  Primer,  Alexander — Bobbs-Merrill. 

Reading — Literature  Primer,  Treadwell,  Free — Row,  Peterson. 

First   Year   Language   Reader,    Baker,    Carpenter — Macmillan. 

Aldine  First  Reader,  Spaulding,  Bryce — Newson. 

Summers  First  Reader,   Maud  Summers — Beattys. 

Child  Classics  First  Reader,  Alexander — Bobbs-Merrill. 

Progressive  Road  to  Reading,  Bk.  I,  Silver,  Burdett. 

Reynard  the  Fox,  Smythe — American  Bk.  Co. 

Spelling  and  Phonics.  After  six  or  eight  weeks  phonics 
are  introduced.  The  initial  consonants  and  the  common  phono- 
grams containing  the  most  frequently  used  vowel  sounds  are 
taught,  developing  in  the  children  the  ability  to  acquire  new  words 
for  themselves. 

Spelling  is  taught  in  the  second  half-year,  in  both  oral  and 
written  form,  selecting  from  fifty  to  seventy-five  of  the  most  com- 
mon words  in  the  primer  and  first  reader  vocabulary. 

Language.  Use  of  capitals  in  beginning  sentences  and 
names  of  persons,  and  the  pronoun  I ;  use  of  the  period  and  the 
interrogation  point  at  the  close  of  sentences. 


22  Spcyer  School  Curriculum 

Reproduction  and  dramatization  of  reading  lessons  and 
stories  orally  ;  short  stories  told  to  the  children  reproduced  by 
them  and  written  on  the  blackboard  by  the  teacher,  as  also  occa- 
sional summaries  of  industrial  arts  work  and  other  subjects;  some 
of  these  stories  or  summaries  written  in  booklets  by  the  children. 
Telling  of  experiences  and  interests.  Attention  to  defects  in 
speech,  substitution  of  correct  forms  for  erroneous. 

Writing 

Writing  is  begun  in  the  second  half-year,  when  a  few  minutes 
each  week  are  used  in  calling  specific  attention  to  correctness  of 
form  with  some  practice  work.  The  whole  arm  movement  is  used 
from  the  beginning.  All  written  work  in  this  and  the  following 
grade  is  directed,  as  it  is  very  important  that  correct  habits  and 
ideas  of  form  should  be  developed  from  the  beginning.  Near  the 
close  of  the  year  the  quality  of  each  child's  work  is  measured  by 
Thorndike's  Handwriting  Scale,  and  this  is  made  a  matter  of 
record  as  a  basis  for  measurement  of  future  growth. 

Social  and  Industrial  Life 

The  work  in  social  and  industrial  life  constitutes  the  larger 
portion  of  the  work  of  this  year.  No  attempt  is  made  to  differ- 
entiate the  several  aspects  of  this  life  as  it  later  breaks  up  into  the 
several  subjects  taught  in  the  upper  grades.  The  unified  experi- 
ence of  the  children  in  living  the  immediate  life  of  which  they  are 
a  part  is  the  basis. 
I.     The  Family. 

1.  Members. 

Subject  Matter:  Mother — her  many  daily  services  for  each 
member  of  the  family.  Father — his  services  in.  the  home  and 
work  outside  of  the  home  to  supply  the  needs  of  the  family. 
Children — the  ways  in  which  each  may  help. 

Projects:  Cut  out  paper  dolls  to  represent  family.  Cut  out 
and  paste  father's  and  mother's  chair.  Fold  tablecloth  and  nap- 
kins, father's  newspaper.     Clay — make  baby's  playthings. 

2.  Family  Pleasures. 

Subject  Matter:  Picnics  and  excursions;  vacation  experi- 
ences ;  family  celebrations ;  evening  and  Sunday  pleasures. 


Grade  I  23 

Projects:  Sand  table — illustrate  picnic  or  vacation  experi- 
ences. 

3.  Activities  in  the  Home. 

Subject  Matter:  Washing  and  ironing  clothes;  mending  and 
making  clothes  ;  cleaning  and  caring  for  the  home  ;  visiting,  shop- 
ping, etc.;  cooking  meals,  baking,  and  marketing;  church  and 
Sunday-school  duties. 

Projects:  Washing  and  ironing  bedding  and  clothes  for 
school  doll ;  making  needle-book ;  baking  cake  or  cookies ;  making 
booklet  illustrating  mother's  work. 

4.  Supplying  Material  Needs  in  the  Home. 

a.  Food. 

Subject  Matter:  What  we  eat.  How  our  needs  are  supplied. 
How  mother  preserves  some  kinds  of  fruit  for  winter  use. 

Projects :  Preserve  some  fruit  for  the  day  nursery.  Model 
fruits  and  vegetables  from  clay.  Make  fruit  and  vegetable  stand 
of  wood  to  represent  grocer's  display.  Brush  work  and  paper 
cuttings  of  fruits  and  vegetables. 

b.  Clothing. 

Subject  Matter:  Choosing  clothing  suitable  to  season.  Why 
wool  is  best  for  winter  and  cotton  for  summer.  Use  of  silk  in 
both  seasons.  Recognition  of  all  three  textiles  through  handling. 
Care  of  clothing  at  school  and  home.  Elementary  discussion  of 
wool,  cotton  and  silk  as  to  uses  and  origin. 

Projects  :  Children  choose  two  harmonious  colors  for  a  dress, 
and  cape  and  hood,  and  fill  in  a  hectographed  copy  of  a  paper  doll. 
The  children  find  from  a  pile  of  woolen  ])ieces  a  jiiece  of  woolen 
cloth  to  match  their  ])ri])cr-(l()ll  flrcss  and  make  a  dress  for  a  small 
china  doll  about  six  inches  long.  A  pattern,  kimona  style,  is  then 
planned  with  them.  By  folding  cloth  and  placing  pattern  on  fold 
of  cloth,  a  shoulder  seam  is  avoided.  This  makes  only  two  short 
seams  to  sew.  Cape  is  cut  circular  [lattern  on  which  ribbon  ties 
are  sewed.  The  hood  is  cut  from  silk  ribbon  to  match  cape.  It  is 
a  semi-circle  with  the  selvage  edge  of  the  ribbon  for  front  of  hood. 
The  semi-circular  edge  is  sewed  with  a  running  stitch  and  drawn 
up  to  fit  the  doll.  Strings  are  then  attached  for  tying  hood.  An 
underslip  of  white  cotton  is  made  after  kimona  pattern  but  with- 
out sleeves,     in  spring  a  cotton  dress  is  made. 


24  Sf'cycr  School  Curriculum 

c.  Shelter :  The  apartment  is  the  place  of  abode  of  family. 
Subject  Matter:  Location  depends  upon  nearness  to  business 
and  school :  amount  of  light,  air.  and  sunshine ;  beauty  of  sur- 
roundings. Parts — hall,  parlor,  sitting-room,  dining-room, 
kitchen,  bedroom,  and  bath.  Materials — stone,  wood,  brick, 
cement,  iron.    Workers  needed  in  building — 

Carpenter:  Work  that  carpenter  does — inside  finishing. 
doors,  windows,  cupboards,  etc.    Tools — saw,  ham- 
mer, plane,  bit.    Materials — lumber,  nails.    Interde- 
pendence— value  of  carpenter's  services  to  people ; 
dependence  of  carpenter  upon  people.     Importance 
of  honesty  and  carefulness  in  work  on  part  of  car- 
penter, and  proper  remuneration  on  part  of  people. 
Mason :  How  bricks  and  stone  are  laid  and  held  together. 
How  bricks  and  mortar  are  carried — by  hand,  by 
derrick.    How  bricks  are  made. 
Painter.    Paper-hanger.    Plumber. 
Projects:  Use  sticks  or  blocks  to  show  arrangement  of  an 
apartment  in  an  apartment  house.     Use  boxes  of  same  size  and 
arrange  as  an  apartment  house.    Use  key  saw  to  saw  doors  and 
windows.    Then  make  simple  frames  to  fit.    Put  on  roof.    Cover 
with  tar  paper,  tar  varnish,  and  sand.    Make  brick  molds  of  wood 
and  make  clay  bricks  for  chimney. 

Children  visit  College  kiln  to  see  how  the  bricks  are 
baked.  Children  select  harmonious  colors  and  design  and  decor- 
ate wall-papers.  Paint  window  frames,  base  board,  etc.  Make 
bath  tub  and  kitchen  sink  of  clay  and  enamel. 

II.     Community  Activities. 

Subject  Matter :  House  furnishings — study  of  furniture  store ; 
department  store ;  hardware  store.  Food — study  of  grocery  store  ; 
meat  shop  ;  bakery ;  dairy ;  ice-dealer ;  farm.  Clothing — study  of 
department  store  for  drygoods  and  clothing ;  shoe  store ;  shoe- 
maker ;  jeweler.  Other  community  activities  about  school — black- 
smith ;  livery  barn ;  coal  dealer ;  printers,  and  newsstands. 

Projects :  Visit  each  store  as  it  is  studied.  Make  simple  fur- 
niture of  wood — tables,  chairs,  beds,  dressers,  bookcases.  Dye 
cotton  roving  for  rugs.  Weave  rugs  for  floor  coverings.  Sew 
curtains,  bedding,  and  spring  clothing  for  doll.    Arrange  boxes  to 


Grade  I  25 

represent  different  stores — bakery,  grocery,  meat  shop,  etc.    Sand 
table  representation  of  farm.    Visit  a  farm  in  spring. 

Fine  Arts 
Design. 

Line:  groupings  ;  rhythm  ;  repetition  ;  space  division.  Ob- 
jects well  placed  on  paper.  Fruits,  vegetables,  and  flov^ers  in 
cut  paper.  Designs  with  cut  paper  squares  as  a  motif  for  tiled 
floor.  Flower  and  animal  borders.  Symbolic  designs  used  as 
borders  for  wall-paper.  All-over  patterns  for  wall-paper  and 
cotton  goods.  Cutting  a  rectangular  space  with  stripes  used 
for  doll's  blankets  or  rug  for  house. 

Tone:  good  massing;  two  values.  For  example,  illustra- 
tion of  "Three  Wise  Men"  in  cut  paper.  Printed  designs  of 
fruits,  vegetables,  flowers,  and  other  objects  filled  in  with  dark 
and  light  color. 

Color:  hues;  values;  intensities.  Printed  designs  filled  in 
with  washes  or  crayola.  Washes  for  wall-paper.  Color  schemes 
for  different  designs  which  have  been  made :  wall-paper,  blankets, 
rugs,  draperies,  doll's  dress,  Easter  window  boxes  of  flowers,  in 
cut  paper. 

Representation.  Drawing,  painting,  modelling  in  clay,  or 
cut  in  paper  fruits,  vegetables,  flowers,  mice,  rabbits,  etc. 

Picture  Study.  In  connection  with  the  child's  study  of  the 
farm,  surrounding  life  and  the  different  festivals,  Thanksgiving, 
Christmas,  and  Easter. 

Millet — Feeding  her  Birds  Van  Dyck — Baby  Stuart 

— First  Steps  Le  Brun — Mother  and 

— Woman  Churning  Child 

— The  Sower  Correggio — Holy  Night 

Franz  Hals — The  Nurse  and         Ronner — The  Cat  Family 
the  Child  Giotto — St.  Francis  Preach- 

Whistler — Mother  ing  to  the  Birds 

Durer — A  Rabbit  Thorwaldsen — Morning, 

and  Night 

Nature-Study 
The  aim  of  this  work  is  to  lead  to  a  better  knowledge,  and 
consequently  to  a  better  appreciation  and  love  of  nature.    Intelli- 
gent contact  with  nature  deepens  and  enriches  the  child's  whole 


26  Spexrr  School  Ciirriliini 

appreciative  life.  In  this  i,M-a(lo  the  eni])hasis  is  mainly  ii])on  ob- 
servation. ( >hservations  are  not  made  for  tlie  sake  of  the  facts, 
but  to  lea<l  the  children  to  view  the  facts  in  relation  to  their  efTecls 
upon  the  subject  of  the  lesson.  The  nature  work  bears  a  close 
relation  to  the  study  of  social  and  industrial  life.  For  example, 
the  family  in  their  excursions  often  go  to  the  parks  or  the  New 
Jersey  shore  where  the  wild  flowers  of  fall  or  spring  abound.  In 
the  study  of  foods,  it  will  be  necessary  for  the  children  to  recog- 
nize some  of  the  common  fruits  and  vegetables,  and  to  study  the 
whole  plant  to  see  what  parts  we  eat. 

F.\LL  Flowers.  Where  and  how  wild  flowers  grow.  Visit 
one  park  to  enjoy  the  beautiful  flowers.  Study  the  plants  in  the 
school  garden  on  the  roof  to  discover  the  uses  of  the  roots,  stems 
and  leaves.  Notice  what  happens  when  the  flower  drops  off. 
Squash  plants  furnish  a  fine  illustration  of  how  the  fruit  is  formed. 

Fruits  and  Vegetables.  Related  subject  as  outlined  under 
Social  and  Industrial  Life :  Food.  What  fruits  and  vegetables 
do  we  eat?  Where  do  they  come  from?  How  does  the  farmer 
get  them?  Use  of  seeds  to  man,  and  to  the  plant.  Plant  a  few 
seeds  to  show-  their  use  to  the  plant.  Show  how  some  plants  grow 
from  bulbs.  Let  each  child  plant  an  Oxalis  or  hyacinth  bulb  in  a 
four-inch  pot  for  Mother's  Christmas  present.  What  nuts  do  we 
eat? 

Preparation  for  Winter.  Related  subjects:  Food,  cloth- 
ing, shelter.  How  do  we  know  that  winter  is  coming?  Notice  the 
effects  of  frost  on  the  garden  and  park  flowers.  Why  do  the 
leaves  change  and  fall  ?  Where  will  next  year's  leaves  come  from  ? 
Recognition  of  oak  and  maple  leaves.  Make  an  excursion  to  Van 
Cortlandt  Park  to  enjoy  the  beauty  of  the  autumn  foliage. 

How  can  the  squirrels  live  all  winter  on  the  College  campus  ? 
How  can  they  keep  warm  ?  How  does  Paddy,  our  school  cat,  get 
ready  for  winter  ?  How  are  we  able  to  get  wool  from  the  sheep's 
back  for  our  clothing?  What  becomes  of  the  crickets,  grass- 
hoppers, caterpillars,  etc.? 

Winter.  Trees.  Related  subject :  Shelter.  How  can  you 
tell  one  kind  of  a  tree  from  another  in  winter?  Notice  the  bark 
and  branching  of  the  oak  and  maple.  Notice  color  of  woods. 
Softness  of  our  v.'ood.  How  is  the  fir  (Christmas)  tree  different 
from  the  oak  or  maple  trees?    What  uses  do  we  make  of  trees? 


Grade  I  27 

Birds.  How  are  the  English  sparrows  able  to  live  in  the  city 
in  winter  ?    Distinguish  male  and  female,  nests,  foods,  habits. 

Water,  Snow,  Ice.  Of  what  uses  are  they  to  men?  To  the 
earth  ?  What  becomes  of  the  water  on  sidewalks  ?  Drying  clothes  ? 
In  a  glass? 

Animals.  Related  subject:  The  dairy  and  the  farm.  The 
cow,  the  chicken,  the  pig,  the  horse.  Of  what  use  to  farmers  ?  To 
us  ?  What  care  does  farmer  give  them  ?  How  do  they  care  for 
themselves  ? 

Signs  of  Spring.  Related  subject :  The  farm.  Appearance  of 
birds,  swelling  buds,  wild  flowers,  germination  of  seeds,  the  hatch- 
ing of  fish  and  frog  eggs,  the  coming  out  of  moths  and  butterflies. 
Plan  for  and  plant  our  part  of  the  school  garden. 

Mathematics 

Number  work  in  this  grade  is  largely  incidental  to  other  work. 
No  separate  periods  for  number  work  are  assigned  until  near  the 
close  of  the  year,  when  several  short  periods  each  week  are  used 
for  practice  and  summaries. 

The  number  idea  is  developed  through  the  use  of  many  num- 
ber experiences  arising  in  needs  for  counting,  measurement,  and 
comparison  of  magnitudes  and  values. 

Measurements  in  the  study  of  social  and  industrial  life  in- 
volve the  inch,  foot,  yard,  and  the  fractions,  yi  inch,  and  %  inch ; 
the  pint,  the  quart ;  the  pound ;  the  dozen,  ^  dozen ;  and  the 
cent,  nickle,  and  dime.    The  fraction,  1-3,  may  occur. 

Counting,  objects  by  I's  to  100,  and  by  I's  abstractly  to  100; 
by  2's,  using  objects  as  offered  by  opportunity — as  pupils  march- 
ing by  2's — and  abstractly  to  100;  and  by  lo's  to  100  abstractly. 

Reading  numbers  as  found  on  pages  of  books,  on  calendars, 
on  street  signs  at  street  corners,  street  numbers  on  doors,  number 
references  on  blackboards,  and  others  as  opportunity  oflfers. 
Roman  numerals  to  XII  in  the  study  of  the  clock  face. 

Writing  numbers  to  100  as  a  part  of  writing,  and  as  needed 
in  other  work. 

The  meanings  of  the  foregoing  quantities,  values,  and  rela- 
tionships are  taught  as  occasion  arises  for  their  use.  Sufficient 
repetition  is  provided  to  fix  thesf  permanently  in  memorv. 


28  Sf^cycr  School  Curricitlum 

No  arbitrary  limits  are  imposed  in  this  work,  but  quantitative 
values  and  relationships  within  the  appreciation  of  the  children 
are  considered  whenever  they  are  reasonably  motivated.  Initia- 
tive on  the  part  of  the  children  in  suggesting  number  facts  is 
encouraged. 

Music 

First  Phase:  Awakening  Musical  Ideas:  (i)  Rhythmic 
interest  in  the  song,  supplying  a  means  for  all  to  join,  even  those 
who  are  too  shy  to  sing.  (2)  Voice — improvement  in  tone  and 
promotion  through  the  efforts  to  express  adequately  the  thought 
of  the  song.  (3)  Observation  of  the  character  of  the  song  through 
attempts  to  act  the  way  it  goes  with  reference  to,  pitch,  duration, 
pulse.  (4)  Observation  of  the  character  of  the  song  through  at- 
tempts to  picture  the  way  it  goes  with  reference  to  pitch,  duration, 
pulse.  (5)  Learning  key  relationship  of  tones  by  singing  syllable 
names  as  another  stanza  to  simple  songs,  such  as  "Hot  Cross 
Buns."  (6)  Playing  "echo"  and  imitating  musical  sounds  for 
purpose  of  developing  control  of  breath  and  tone  quality. 

Program  AIusic,  and  History  of  AIusic.  Concerts  are  pro- 
vided semi-monthly  in  assembly  in  which  characteristic  selections 
from  master  composers  are  used.  This  grade  contributes  its 
share  from  the  song  material  taught  in  class-room  work.  Listen- 
ing to  the  programs  of  the  older  children  and  to  their  stories  of 
musical  composers  and  instruments  has  its  place  in  cultivating 
appreciation  and  interest  in  music.  Some  correlation  exists  be- 
tween the  music  and  the  physical  education  rhythms,  and  folk 
literature  in  this  grade. 

Songs.     A  list  of  songs  suggestive  of  the  types  used  in  the 
first  and   second   grades   follows.     The  books   containing  these 
songs  are  also  listed. 
Songs  for  Little  Children,  I  and  II,  Eleanor  Smith — Milton  Bradley. 

Part  I:  Morning  Prayer;  The  Merry  Sun  Is  Shining;  All  the 
Birds  Have  Come  Again;  Good-Bye  to  Summer;  When  the  Snow 
Is  on  the  Ground;  The  Autumn  Leaves  are  Crying;  Do  the  Little 
Brown  Twigs  Complain?  The  North  Wind  Doth  Blow;  We  are 
Little  Soldier  Men;  Rain  Song;  I  Love  Little  Pussy;  Sleep,  Baby, 
Sleep;  Twinkle,  Twinkle,  Little  Star:  Little  Boy  Blue. 

Part  II:  Harvest  Song;  The  Chipmunks;  Daffy-down-dilly; 
Flag  Song. 


Grade  I  29 

The  Song  Primer,  Alys  Bentley — Barnes. 

Cradle  Song;  The  Rain;  The  Hurdy  Gurdy;  The  Clock;  The 
Golden  Rod;  Soldier  Boys;  Santa  Claus;  Dancing  Song;  In  a 
Hickory  Nut;  The  Wind;  Jack  Frost;  Dance  of  the  Fairies;  Day 
and  Night;  Nature's  Good  Night. 

Mother  Goose  Set  to  Music,  J.  W.  Elliott — McLaughlin. 

Dickory,  Dickory,  Dock;  Pussy  Cat,  Pussy  Cat;  Nineteen 
Birds;  Little  Jack  Horner;  A,  B,  C,  Tumble  Down  D;  Sing  a  Song 
of  Sixpence;  The  King  of  France;  The  North  Wind  Doth  Blow; 
Hey,  Diddle,  Diddle. 

Songs  of  the  Child  World,  Riley  and  Gaynor — Church. 

The  Song  of  Iron;  The  Little  Shoemaker;  The  Happy  Lamb- 
kins; The  Song  of  the  Shearer;  Marching  Song;  Rub-a-dub-dub; 
We  March  Like  Soldiers;  Pit-a-pat;  Blowing  Bubbles;  The  Sailor; 
My  Shadow;  The  Leaves'  Party;  Farewell  to  the  Bride;  Jack 
Frost;  Tracks  in  the  Snow;  Snow  Flakes;  Robin  Red-Breast; 
Pussy  Willow. 

Songs  of  a  Little  Child's  Day,  Poulsson  and  Smith — Milton  Bradley. 

The  Bold  Snow  Man;  The  Weather  Vane;  In  the  Bethlehem 
Stable;  Plums  in  Winter. 

Education  Music  Course,  Teachers'  Edition — Ginn. 

Indian  Summer;  Morning  Song;  October;  Leaves  at  Play; 
Autumn;  Thanksgiving  Song;  Snow;  Coasting;  Flag  of  Our  Na- 
tion; Pussy  Willow;  Pretty  Pigeon;  Days  of  Spring;  O,  Tiny 
Boat;  Autumn  Winds;  The  Song  Bird's  Farewell. 

The  Children's  Messiah,  M.  R.  Hofer — Summy. 

Cradle  Hymn;  The  Christmas  Tree;  See  around  the  Winter's 
Snow. 

Rounds,  Carols  and  Songs,  M.  C.  Osgood — Ditson. 

The  Little  Dreamer;  Pretty  Birdlings;  Schnick,  Schnack; 
Lightly  Row;  Fox  and  Goose;  A,  B,  C;  Kitty  Cat  and  the  Mouse; 
Come,  Little  Leaves;  Hop,  Hop,  Hop;  Sleep,  Baby  Sleep;  I've  a 
Little  Dog  at  Home;  Fritz  and  Spitz;  Lullaby;  Messenger  of 
Spring;  Morning  Song;  The  Boy  and  the  Wren;  Buy  a  Broom; 
Come,  Lovely  May;  The  Violet;  Longing  for  Spring;  Clip,  Clap; 
Sleep,  Darling,  Sleep;  Hunter's  Song;  Winter,  Good-bye,  second 
stanza;  Cold  Winter  Is  Round  U.s;  The  Shepherdess;  Shall  T  Show 
You  How  the  Farmer;  The  Fir  and  Pine;  God  Knows. 

Small  Songs  for  Small  Singers,  W.  H.  Neidlinger — Schirmcr. 

The  Chicken:  The  Whale;  Falling  Leaves;  The  Bunny;  The 
Robin's  Song;  Tiddely  Winks;  The  Wise  Old  Owl;  Mr.  Frog; 
Snow  Flakes;  The  Bluebird;  The  Tin  Soldiers;  Mr.  Duck  and  Mr. 
Turkey;  Our  Flag;  Polly;  Mr,  Squirrel:  The  Kettle:  The  Spider; 


30  Spi'vcr  School  Ctirriciiliim 

Little  Birdie;  Jack  Frost;  The  Windy  Day;  Bubbles;  Little  Yel- 
lowhead:  Tick,  Tock. 

Songs  and  Games  for  Little  Ones,  Walker  and  Jenks — Ditson. 

Morning  Hymn;  Can'st  Thou  Count  the  Stars?  All  the  Birds 
Have  Come  Again;  The  Blue  Bird;  Over  the  Bare  Hills  Far  Away; 
Come.  Little  Leaves;  Grasshopper  Green;  Boat  Song;  Where  Do 
All  the  Daisies  Go?  Winter  Jewels;  The  Little  New  Year;  The 
First  Christmas;  Good  Morning  Song;  Shine  out,  Oh  Blessed 
Star;  Five  Little  Chickadees;  My  Pigeon  House. 

Nature  Songs  for  Children,  Fanny  Knowlton — Milton  Bradley. 

August:  Dandelion  Cycle;  Dandelion;  The  Call  of  the  Crow; 
The  Postman;  Feeding  the  Chickens;  The  Scissors  Grinder;  Snow 
Balls,  makes  a  good  game;  Kite  Time;  Patriotic  Hymn. 

Physical  Education  and  Hygiene 

This  is  a  period  of  great  physical  activity.  Imagination  is 
strong  and  active.  Here,  as  elsewhere,  it  is  necessary  to  use  the 
child's  experience  as  a  basis,  and  by  means  of  his  imagination 
build  a  larger  conception  of  life  as  a  whole.  The  aim,  then,  is  to 
supply  the  opportunity  for  the  expression  of  this  physical  activity 
and  imagination  throught  the  medium  of  plays,  dramatic  games, 
singing  games,  and  gymnastic  stories  suggested  by  the  seasons, 
the  holidays,  or  anything  of  special  interest  to  the  children. 

Much  of  the  work  of  this  grade  centers  about  the  home  and 
industrial  occupations  of  the  neighborhood. 

1.  Occupational  and  play  activities:  Household:  Washing 
and  ironing ;  sweeping ;  rocking  the  baby ;  sewing.  Industrial : 
Blacksmith  ;  carpenter ;  shoemaker ;  farmer.  Outdoor :  Flying 
kites;  jumping  the  brook;  galloping  horses.  General:  Jumping 
Jack ;  rocking  horse  ;  brownies ;  fairies. 

2.  Dramatic  and  singing  games :  Elves  and  the  Shoemaker ; 
The  Swing ;  The  Sleeping  Princess ;  The  Snail ;  How-dye-do,  My 
Partner  ;  The  Thread  ;  Follow  the  Needle,  etc. 

3.  Marching  rhythms :  On  tip  toe,  and  on  heels  ;  skipping ; 
flying;  hopping;  high  stepping;  etc. 

Hygiene 

The  study  of  social  and  industrial  life  offers  an  interesting 
and  natural  approach  for  the  study  of  hygiene.    See  p.  22. 


Grade  I  31 

1.  How  mother  gets  children  ready  for  school:  bathing, 
dressing,  care  of  ears,  etc.  What  the  children  do  for  themselves: 
washing  faces  and  hands,  caring  for  the  teeth,  etc. 

2.  Why  does  mother  work  so  hard  to  keep  our  clothing 
clean  and  fresh  ?  W^hy  does  mother  want  to  open  windows  to 
air  rooms?  To  air  the  bedding?  When  we  sleep  at  night ?  Why 
does  mother  keep  her  mouth  closed  while  sweeping  and  dusting? 

3.  Why  should  we  keep  our  desks  and  floor  spaces  clean? 
Why  open  windows  often?  Why  use  individual  towels?  In- 
dividual drinking  cups?  Why  use  door  mat  to  keep  street  dust 
from  our  rooms  ?    Why  should  we  sit  and  stand  well  ? 

4.  Why  should  we  chew  our  food  well?  Eat  slowly?  Not 
eat  between  meals?  Why  should  we  be  careful  to  pass  cups  by 
the  handle  only?  Not  to  touch  the  food  of  others?  To  wash 
hands  before  eating?  To  wash  fruits  and  vegetables  before 
eating  ?  Why  should  we  not  eat  fruit  that  is  beginning  to  decay  ? 
Food  that  has  fallen  on  floor  or  on  street? 

5.  Why  should  we  keep  our  feet  dry  and  warm  ?  Why  keep 
our  coats  buttoned  and  our  hats  on  heads  in  cold  weather?  Why 
have  our  clothing  comfortable  ?    Why  have  comfortable  shoes  ? 

6.  Why  should  we  want  our  homes  so  situated  that  we  can 
get  sunlight  and  air? 

7.  Why  rugs  are  best  kind  of  floor  covering.  Best  treat- 
ment of  walls ;  fumigation  of  rooms ;  care  of  bath  room,  kitchen, 
and  sleeping  rooms. 

8.  Cleanliness  and  care  of  milk ;  fruits  and  vegetables ; 
keeping  meat  away  from  flies. 

9.  How  livery  barns  and  horse  barns  should  be  kept  in  a 
city.    How  we  can  help  to  keep  city  streets  clean. 


SECOND  GRADE 

English 

Literature.  The  following  list  of  selections  is  to  be  re- 
garded as  suggestive.  Not  all  of  these  are  used  in  any  one  year, 
but  selections  are  made  from  these  and  from  others  of  these  types. 
Much  easy  material,  giving  the  child  a  wealth  of  experience  and 
developing  habits  of  free  and  spontaneous  expression,  is  offered 
rather  than  over-emphasis  upon  labored  study  of  detail.  One 
common  danger  in  the  lower  grade  English  is  starving  the 
children's  minds.  By  sufficient  attention  to  reproduction,  drama- 
tization, and  original  expression,  the  danger  in  providing  too 
much  is  avoided. 

These  selections  are  told  or  read  by  the  teacher  and  repro- 
duced by  the  children,  or  read  in  simple  form  by  the  children 
in  some  cases. 

Stories  : — 

Myths: 

Clytie,  I,  2-1,  5! 

Pandora  2-I,  47,  15 

Prometheus — 2-I,  5,  6 

Persephone  i,  2-I,  5,  15 

Thor's  Journey  to  Jothenheim  7,  10,  11,  18,  20. 
Fairy  Tale,  Folk  Lore,  and  Fable: 

Jack  the  Giant  Killer  26,  34 

Beauty  and  the  Beast  24,  26,  31 

Snow  White  75 

Star  Dollars  25 

Goldenrod  and  Aster  5 

Adventures  of  a  Brownie  43 

Diamonds  and  Toads  33,  75 

Cinderella  24,  26,  27,  30,  31,  32,  33,  45 
Bible  and  Hero  Stories: 

Moses  37 

Daniel  37 

Ruth  37 

The  Christmas  Story  37 

Cedric  39 

Grace  Darling  54 

Story  of  Columbus  13-II,  39,  48 

Washington  as  a  Soldier 


1  Numbers  refer  to  books  containing  stories  and  poems.  A  full 
list  of  books  with  publishers  forms  an  appendix  at  the  close  of  this 
book. 

32 


Grade  II  33 


Humorous  Stories: 

Other  Wise  Men  of  Gotham  54 
Johnny  Bear — Seton  59 
Epaminondas  73 
Pig  Brother  25 

Other  Stories: 
Beautiful  Joe  53 
Piccola,  45,  54 
Muflflou  49 
Pippa's  Song  23 
The  Flax — Andersen  3 
The  Honest  Woodman  3 
The  Cat  That  Walked  by  Himself  80 

Poems: 
Autumn 
September — H.  H.  Jackson  i,  3,  5 
The  Tree — Bjornson  3,  5 
Seven  Times  One  i,  3,  5 
Robin  Redbreast  3 
The  Fairies  3 

Tell  Me,  Sunny  Goldenrod  5 
The  Squirrel's  Arithmetic  5 
They  Didn't  Think  5 
The  Hayloft  10 
Good-Bye  to  the  Farm  10 
The  Cow  I,  7,  10 

Winter 
The  Frost — Gould  i,  2,  5 
Talking  in  Their  Sleep  i 
The  Snow  Bird — Sherman  3 
The  First  Christmas — Poulsson  3 
Little  Things  3 
The  Wonderful  Weaver  5 
The  Land  of  Story  Books — Stevenson  10 
My  Bed  Is  a  Boat — Stevenson  10 
The  Duel— Field  2 

Spring 

Who  Likes  the  Rain  i,  5 

Waiting  to  Grow  i,  5 

The  Secret  i 

Who  Stole  the  Bird's  Nest  5 

All  Things  Bright  and  Beautiful  17 

The  Blue  Bird  3 

The  Brown  Thrush  3 

A  Laughing  Chorus  5 


34  Spcycr  School  Curriculum 

A  Spring  Song  s 

VVynkcn.  Blynken,  and  Nod — Field,  i,  2,  5,  6 
Wliich  Loved  Her  Best  i 
rippa"s  Song — Browning  2,  3 
The  Swing — Stevenson  i 
Songs.     See  Music 

Memorizing.  A  thorough  review  of  the  poems  memorized 
in  the  first  grade,  and  the  addition  of  half  a  dozen  or  more  of 
those  in  this  grade  appeahng  most  strongly  to  the  children. 
Reviews  of  poems  memorized  are  sufficiently  frequent  to  make 
them  a  permatient  possession.    Favorite  songs  are  so  memorized. 

Reading.  The  work  in  reading,  as  such,  is  drawn  largely 
from  the  Hst  of  books  following.  Not  all  of  any  one  text  will 
necessarily  be  used.  Selection  among  texts  has  been  made  largely 
on  the  basis  of  the  content  values.  In  so  far  as  possible  complete 
classics  are  used.  Books  listed  for  the  first  grade  are  used  in  part, 
especially  for  drill  in  developing  freedom  and  rapid  reading  per- 
ception. 

Second  Year  Language  Reader,  Baker,  Carpenter — Macmillan. 
Summers  Second  Reader,  Summers — Beattys. 
Child  Classics  Second  Reader,  Alexander — Bobbs-Merrill. 
Child  Life  Second  Reader,  Hervey,  Hix — Longmans,  Green. 
Hawthorne  Second  Reader,  Hall,  Oilman — Globe  School  Book  Co. 
Fairy  Stories  and  Fables,  Baldwin — American  Book  Co. 
Fable  and  Folk  Stories,  Scudder — Houghton,  Mifflin. 
Banbury  Cross  Stories,  Howard — Chas.  E.  Merrill. 
Once  upon  a  Time  Stories,  Hix — Longmans,  Green. 
Golden   Treasury   Second   Reader,   Stebbins,   Coolidge — American 
Book  Co. 

Spelling  and  Phonetics.  Incidental  to  the  reading  and 
most  of  the  other  studies  is  oral  and  written  work  in  spelling 
and  phonetics.  Regular  lessons  are  provided  in  addition  for 
specific  attention  to  this  work  as  occasion  calls  for.  Spelling 
lists  are  made  from  the  words  used  in  the  daily  work.  The  work 
includes  a  study  of  the  simpler  synonyms  and  homonyms,  and  in 
phonetics  all  vowel  sounds  except  those  considered  obscure,  and 
such  consonant  sounds  and  blends  as  are  found  difficult  by  the 
child.    Practice  in  syllabication  as  occasion  provides  opportunity. 

Language.  In  addition  to  attention  to  work  begun  in  the 
first  grade,  this  year's  work  includes  the  use  of  capitals  in  the 


Grade  II  35 

names  of  the  days  and  months  and  in  verse ;  the  simpler  abbrevi- 
ations as,  Mr.,  Mrs.,  St.,  N.  Y.,  and  those  used  in  number  work; 
the  comma  with  words  of  address ;  singular  and  plural  forms  of 
nouns  in  simple  sentences ;  and  the  use  of  the  apostrophe  to  show 
possession.  Short  compositions  and  stories  are  written  after  the 
class  together  have  formulated  the  thought.  Description  or 
narration  of  work  in  industrial  arts,  history,  and  nature-study. 
Children  are  helped  as  needs  arise  in  the  use  of  idioms  and 
correct  forms  in  oral  composition.  Dramatization  in  connection 
with  work  in  history,  story  telling,  and  reading  develop  freedom 
and  power  in  expression.  Much  attention  is  given  to  oral  com- 
position in  this  grade.  The  child  is  encouraged  to  feel  that 
whatever  he  says  should  be  said  well. 

Writing 

Several  minutes  each  day  are  given  to  practice  in  writing 
with  specific  reference  to  correctness  of  form.  All  written  work 
in  this  grade  is  directed  that  the  children  may  not  fall  into  in- 
correct forms  or  bad  habits.  The  whole  arm  movement  is  used. 
An  application  of  the  Thorndike  Handwriting  Scale  is  made  twice 
during  the  year  to  measure  progress. 

Social  and  Industrial  Life 

This  study  continues  as  begun  in  the  first  grade  or  kinder- 
garten, the  work  of  this  year  dwelling  more  upon  the  social  and 
civic  aspects  than  upon  the  industrial.  Parallel  with  the  study 
of  present  day  problems,  is  begun  a  study  of  the  problems  and 
activities  of  primitive  peoples.  It  is  a  study  of  beginnings,  made 
for  the  sake  of  the  light  it  throws  upon  the  problem  of  how 
society  maintains  itself  and  grows  into  better  ways  of  doing 
things.  Only  those  elements  of  primitive  life  are  selected  which 
show  distinct  steps  forward.  As  present  day  problems  are  made 
the  means  of  approach,  comparisons  are  constant. 

Practically  all  of  the  work  of  the  grade  in  nature-study, 
hygiene,  and  constructive  activities  is  tied  up  in  vital  relationship 
to  this  study  of  social  and  industrial  life,  present  and  past.  It 
is  only  for  purposes  of  convenience  in  organization  of  material 
that  these  aspects  of  the  work  are  differentiated  at  all.  In 
practice,  they  constitute  one  large,  unified  subject. 


36  Spcyer  School  Curriculum 

For  the  studies  in  primitive  life,  the  series  of  books  written 
by  Miss  Katherine  E.  Dopp,  pubhshed  by  Rand,  McNally  &  Co., 
are  used  as  basic.  The  parts  most  significant  in  indicating  human 
progress  are  used.  While  not  history  in  the  academic  sense,  this 
work  forms  a  good  basis  for  the  work  in  history  taken  up  in  the 
third  grade. 

Subject  Matter 
Present  Day  Life 

A.  Individual  Needs.     Comparisons  with  similar  problems  of 
primitive  life. 

I.     Food.    Closely  related  to  nature-study,  I. 

1.  Kinds — plants,  animals. 

2.  Source — the  farm.  The  farmer's  work ;  the  implements 
needed. 

3.  Preparation  of  food  for  the  table — raw,  cooked. 

4.  Food  storing  and  preservation — need ;  methods  used  in 
the  home,  on  the  farm,  and  in  the  factory. 

5.  Transportation  to  the  city. 

II.     Shelter.    Related  to  nature-study,  I,  3. 

1.  Uses — protection  from  the  weather;  abode  of  the  family 
group ;  protection  for  family  property. 

2.  Kinds  of  homes — the  house  for  one  family;  for  several 
families ;  for  many  families.  Houses  at  the  seaside,  and 
on  the  farm. 

3.  Materials  used — wood,  stone,  bricks,  cement,  steel. 

4.  How  we  can  help  in  our  home — sweep,  dust,  set  table, 
make  bed,  wash  dishes. 

III.     Clothing.    Related  to  nature-study,  II. 

1.  Uses — protection,  adornment. 

2.  Materials  used — for  winter;  for  summer. 

3.  Care  of  clothing — cleaning,  laundering,  pressing,  airing, 
mending,  sewing  on  buttons. 

4.  The  making  of  clothing — the  tailor;  the  factory. 

B.  Community  Needs.    Related  problems  of  primitive  peoples. 
I.     City  Government.     Primitive  problems,  IV,  3,  related. 

T.  a.  Our  city — name,  number  of  people — greater  than  in 
any  other  city  in  our  country. 


Grade  II  37 

b.  Our  common  needs — fire  protection ;  police  protection ; 
health  protection — parks,  street  cleaning,  water  supply; 
education ;  means  of  transportation ;  laws. 

c.  How  we  supply  our  common  needs — ^by  choosing  men : 
to  study  our  needs ;  to  plan  best  ways  to  satisfy  our 
needs ;  to  hire  workmen  to  carry  out  our  plans ;  to  pay 
workmen  ;  to  make  and  publish  laws  we  need.  By  paying 
taxes  and  rent.  By  studying  our  city  needs.  By  aiding 
the  men  we  have  chosen.  By  keeping  the  laws.  By 
earning  a  living. 

2.     Our  city — problems  in  detail. 

A.     Fire  protection.     Primitive  problems,  I,  i,  d,  related. 

a.  Need — To  save  life  and  property;  because  of  the 
carelessness  of  people,  and  of  the  awful  nature  of  fire. 

b.  Location  of:  Fire  department  station  of  this  dis- 
trict; alarm  box  for  this  district.  How  to  use  the 
alarm  box.    Calling  the  fire  department  by  telephone. 

c.  Equipment  of  the  fire  department — ladders,  ropes, 
life  nets,  hose,  axes,  water  tower,  engine,  tender, 

d.  Duties  of  men  in  the  department. 

1.  In  the  engine  house:  To  be  ready  for  and  re- 
spond to  calls ;  to  care  for  equipment. 

2.  At  the  fire:  To  save  life  and  property;  to  obey 
the  chief;  to  put  out  the  fire  and  to  keep  it  from 
spreading. 

e.  Duties  of  the  chief — To  attend  the  fires  and  direct 
the  men  of  the  department. 

f .  How  we  can  help  protect  from  fire :  By  being  care- 
ful with  matches,  bonfires,  fire  crackers,  toy  pistols, 
kerosene,  gasoline,  and  alcohol ;  keeping  the  streets 
free  from  rags  and  paper ;  keeping  oily  rags  and  paper 
in  a  cool  place;  keeping  fire  escapes  clear;  reporting 
fire  escapes  that  are  not  clear ;  opening  windows  if  we 
smell  gas ;  in  case  of  fire,  going  quietly  out  by  the 
nearest  way. 

g.  Why  we  have  a  school  fire  drill :  To  learn  to  get 
out  of  the  building  quickly. 


38  Spcycr  School  Curriculum 

h.  How  we  get  out  of  our  building  quickly :  By  shut- 
ting our  lips  and  going  out  the  nearest  way  without 
crowding. 

i.     What  to  do  if  clothing  takes  fire.    Care  of  burns, 

B.  Police  protection.     Primitive  problems,  IV,  2,  3,  re- 
lated. 

a.  Need — To  protect  life  and  property  because  of  the 
dangers  from  the  very  large  number  of  people,  the 
number  of  strangers  passing  through  the  city,  and 
the  large  number  of  foreigners  coming  into  it. 

b.  Men  employed:  police  officers,  bicycle,  mounted, 
traffic,  detective,  plain-clothes,  harbor,  and  health 
police. 

c.  Duties  of  the  police :  To  protect  us  and  our  property 
from  accident,  disorder,  crime,  and  loss,  to  prevent 
wrong  doing  in  any  form,  and  to  see  that  all  people 
obey  the  laws. 

d.  Management  of  the  police :  A  commissioner  over- 
sees the  department ;  the  City  is  divided  into  precincts, 
each  with  its  own  station  house  and  company  of  men ; 
each  precinct  is  divided  into  sections  with  officers 
assigned  to  them.  The  location  of  our  station  house. 
How  to  call  for  the  police  in  case  of  need. 

e.  How  we  can  help  the  police:  By  doing  right  our- 
selves ;  by  telling  others  of  our  laws ;  by  reporting 
wrong  and  wrong-doers. 

C.  Health  protection.    Primitive  problems,  IV,  2,  related. 

a.  Why  we  need  a  health  department:  Good  health  is 
necessary  to  everyone ;  the  great  number  of  people  in 
the  city  and  coming  in  from  outside  increases  the 
dangers  to  health  and  makes  necessary  health  laws 
and  their  enforcement. 

b.  What  the  department  does  for  us: 

I.  Finds  and  orders  people  to  change  anything 
which  threatens  public  health,  as  unsanitary  con- 
ditions in  public  and  private  houses,  factories, 
schools,  markets,  and  streets.  It  tries  to  prevent 
the  sale  of  impure  foods,  especially  milk  and  meats. 


Grade  II  39 

2.  Finds  contagious  diseases  and  prevents  their 
spread — All  doctors  must  report  contagious  diseases 
found  each  day;  the  health  department  prints  lists 
of  these  and  sends  them  daily  to  schools,  nurseries, 
and  other  such  places ;  a  health  inspector  is  sent  to 
investigate  each  case.  He  tells  the  people  what  to 
do,  placing  a  placard  on  the  door,  or  removing  the 
patient  to  a  hospital.  After  the  person  is  well,  a 
man  is  sent  to  disinfect  the  sick  room  and  cloth- 
ing and  to  remove  the  placard.  The  department 
furnishes  antitoxin  free  to  all  who  need  it. 

c.  How  we  can  be  healthy  and  help  others  to  be : 

By  remembering  that  contagious  diseases  are  car- 
ried by  the  sick  person  or  other  members  of  the  family 
on  skin,  hair  or  clothing,  and  on  books  or  other  things 
used  by  the  sick  person  or  from  the  sick  room. 

By  staying  away  from  houses  where  there  are  sick 
persons. 

By  being  careful  of  things  we  borrow  and  lend. 

By  reporting  unsanitary  conditions  in  our  neigh- 
borhood. 

By  being  careful  of  the  source  and  freshness  of 
our  food  and  water. 

By  getting  plenty  of  fresh  air  and  sleep. 

By  keeping  our  bodies  and  clothing  clean. 

d.  How  our  school  helps  us :  By  the  care  of  the  school 
doctor,  nurse,  and  teachers. 

D.     Street  cleaning  department.     Primitive  problems,  IV, 
3,  related. 

a.  Need:  To  provide  a  way  to  dispose  of  waste 
material,  ashes,  street  sweepings,  garbage,  and  rub- 
bish ;  to  remove  snow  that  city  business  and  health 
may  not  suffer;  to  lessen  the  number  of  accidents;  to 
make  the  city  more  beautiful  and  healthful. 

b.  Management  and  men  employed:  Commissioner; 
sweepers— the  "White  Wings"  ;  cart  drivers. 

c.  Equipment  of  sweepers:  T.ong  and  short  brooms; 
two-wheeled  bag  carrier;  sprinkler;  shovel  and  pick. 


40  Sf>cycr  Scliool  Curriculum 

d.  Duties  of  sweepers :  Each  to  sweep  his  section  as 
many  times  as  necessary  within  an  eig^ht-hour  day. 

Of  drivers:  To  collect  and  carry  off  those  forms  of 
waste  assig^ned  to  them. 

e.  What  becomes  of  waste :  Ashes  and  street  sweepings 
are  made  into  solid  ground  or  sold  as  fertilizers. 

Rubbish  is  sent  to  the  incinerator,  disinfected,  placed 
on  a  moving  belt  and  passed  before  sorters  who  pick 
out  paper,  rags,  old  shoes,  or  whatever  is  wanted,  the 
remainder  going  on  to  a  furnace  at  the  end  of  the  belt. 
The  heat  from  this  runs  the  moving  belt,  provides 
power  for  electric  lights  on  the  Williamsburg  bridge, 
and  heat  for  the  public  schools  of  that  neighborhood. 

f .  W^hat  becomes  of  garbage  and  dead  animals :  They 
are  sent  on  scows  to  Barren  Island,  there  put  into 
large  kettles,  steamed  for  eight  hours,  and  put  into 
presses  which  squeeze  out  the  fat  and  water ;  the  fat 
is  collected  and  sold  for  soap  fat,  the  solid  part  dried, 
crushed,  sifted,  and  sold  for  fertilizer. 

All  forms  of  waste  are  of  value  if  kept  separate. 

g.  How  we  can  help :  We  can  save  the  time  of  collect- 
ors, cost  of  collecting,  and  wear  on  machinery  by  put- 
ting each  form  of  waste  in  its  proper  place. 

E.  Parks  and  the  Department  of  Parks.     Nature-study, 
II,  related. 

a.  Need  of  parks  and  their  use:  For  breathing  places, 
rest,  playgrounds,  plants  and  flowers,  animals,  beauty. 

b.  Management  and  men  employed:  Commissioner; 
care-takers ;  guards. 

c.  How  we  may  help:  Avoid  injury  to  grass,  plants, 
and  animals ;  put  all  waste  in  the  places  provided. 

F.  Water  Supply.     Primitive  problems,  II,  i ;  IV,  2,  re- 
lated. 

a.  Needs :  For  health — water  of  wells  and  streams  in 
the  city  impure ;  for  quenching  fires  ;  for  business  pur- 
poses ;  abundance  necessary  to  avoid  famine  in  dry 
seasons. 

b.  How  water  is  obtained :  Many  reservoirs  are  built  to 
catch  rain  far  from  the  city;  this,  and  other  water 


Grade  II  41 

from  the  Croton  River  is  carried  to  the  city  by  the 
Croton  aqueduct. 

c.  How  the  water  is  furnished :  From  the  city  water 
stations  through  underground  pipes  to  the  homes. 

d.  How  the  cost  is  met:  By  water  rent  charged  to 
householders  and  places  of  business. 

e.  How  we  can  help  to  lower  our  water  rent  and  save 
water  for  the  city :  By  avoiding  waste  of  water ;  by  re- 
porting poor  plumbing  and  leaks. 

G.     Transportation.      Travel    among    primitive    peoples, 
related. 

a.  Need :  Carrying  people  to  and  from  places  of  busi- 
ness and  pleasure ;  carrying  freight ;  carrrying  mail 
and  express. 

b.  Accomplished  through :  Electric  surface  cars,  ele- 
vated trains,  subway  trains,  steam,  freight  and  passen- 
ger trains,  ferry  boats,  freight  and  passenger  steam 
boats,  cabs,  busses,  and  private  vehicles. 

c.  Kinds  of  cars  with  reference  to  uses. 

d.  Workmen :  Their  duties ;  our  treatment  of  them. 

e.  Tracks  for  car  lines :  How  and  of  what  they  are 
made  ;  their  cost  and  how  it  is  met. 

H.     Education.    Primitive  problems,  IV,  related. 

a.  Needs  for  education. 

b.  How  we  learn. 

1.  In  the  home. 

2.  At  school.  Kinds  of  schools — kindergarten,  ele- 
mentary school,  secondary  school,  college,  univers- 
ity, trade  school,  business  school,  and  other  voca- 
tional schools ;  how  schools  are  supported. 

3.  Libraries :  Books  loaned  free ;  how  to  get  books 
from  public  libraries. 

4.  Newspapers  and  magazines. 

5.  Metropolitan  Museum  of  Art,  and  American  Mu- 
seum of  Natural  History:  Buildings  erected  by  the 
public  in  part ;  treasures  given  by  people  that  all 
may  see  them  ;  free  days. 

6.  Theatres :  How  they  help  to  educate  us. 


42  Sf'cxcr  School  Curriculion 

7.  Music  halls. 

8.  Botanical  gardens,  zoological  gardens,  parks. 

9.  Churches  :  Religious  education. 

I.     Government — beyond  that  of  the  city. 

a.  Our  state :  Its  name ;  the  capital ;  the  governor ; 
others  who  help  to  make  and  enforce  laws ;  the  people 
choose  these  officers. 

b.  Our  country :  Its  name ;  the  capital ;  the  president, 
and  others  who  help  to  make  and  enforce  the  laws ; 
length  of  the  president's  term ;  his  duties ;  he  is  chosen 
by  the  people. 

c.  The  Postal  Service.  Message  stick  of  primitive  peo- 
ple related.  The  postman,  the  Post  Office;  stamps; 
how  mail  is  transported. 

Reference  books  most  helpful: 

Town  and  City,  F.  G.  Jewett — Ginn. 

Good   Citizens — New  York   City — Richman   and   Wallack — Amer. 
Bk.  Co. 

Primitive  Life 

I.     Food.    Closely  related  to  nature-study  work. 

1.  Of  Tree  Dwellers.    Text,  Chap.  Ill,  X-XV,  XXIX. 

a.  Kinds :  Plants — fruit,  bark,  roots,  buds,  leaves ;  birds' 
eggs  ;  young  animals  ;  later,  a  few  large  animals. 

b.  Source :  Growing  wild  on  the  wooded  hills. 

c.  Aids  in  food  getting:  Hands — to  catch  small  animals, 
to  gather  fruits,  pull  up  roots,  and  to  rake  nuts  together. 
Teeth — to  cut  and  grind  tough  food,  and  to  crack  nuts. 
Things  at  hand — clubs,  pitted  stones,  sharp  stones,  and 
claws,  teeth,  and  bones  of  animals. 

d.  How  eaten :  Before  discovery  of  fire,  raw ;  afterward, 
raw,  and  roasted  in  hot  ashes.  Present  day  problems,  B, 
2,  A,  related. 

2.  Of  Early  Cave  Men.    Text,  Chaps,  V,  VI,  VIII,  XXVI- 
XXVIII. 

a.  Kinds,  new:  Plants — hardened  sap;  all  animals. 

b.  Source:  The  country  round  about. 

c.  Aids  in   food  getting,  new ;  tender  saplings  twisted 


Grade  II  43 

around  a  groved  stone  and  bound  for  a  hammer ;  handles 
put  on  flint  points  for  knives;  flint  points  bound  to  the 
end  of  shafts  and  weighted  for  spears ;  strap  drill ;  and 
bow  drill, 
d.  How  eaten :  Raw,  and  roasted  in  hot  ashes  and  on 
sharp  sticks. 
3.     Of  Later  Cave  Men. 

a.  Kinds,  new:  Fish. 

b.  Sources :  Woods  and  streams. 

c.  Aids  in  food  getting,  new :  Seeds  on  strings  to  catch 
birds  ;  snares  and  pitfalls ;  harpoons  of  antlers  with  barbs, 
for  fishing ;  the  spear  noose ;  the  throwing  stick ;  and 
poisoned  spear  heads. 

d.  How  eaten,  new :  dried ;  boiled  with  hot  stones  in 
water.    Text,  Chaps.  XX,  XXXIX. 

H.     Shelter.     Present  day  problems.  A,  I,  H,  closely  related. 

1.  Tree  Dwellers.  Text,  Chaps.  HI,  IV,  XXIII,  XXIV, 
XXV. 

a.  Before  the  discovery  of  uses  and  control  of  fire:  Tall 
trees  on  the  wooded  hills  along  the  river.  Reasons :  Tall 
trees,  protection  from  wild  animals ;  river,  afforded  fresh 
water ;  wooded  hills,  aflforded  food. 

No  family  groups,  wandering  life,  hence  no  permanent 
abode. 

b.  After  the  discovery  of  fire :  On  the  ground  about  the 
fire ;  simple  brush  huts.  Wild  animals  no  longer  feared. 
Beginnings  of  family  or  camp  groupings. 

2.  Early  Cave  Men.  How  the  Fire  Clan  Got  a  Cave — Text, 
Chaps.  II,  III,  IV.  Cold  on  the  wooded  hills  in  winter 
made  the  caves  of  wild  animals  attractive.  Overhanging 
rocks  were  sometimes  used  as  shelters  when  caves  could 
not  be  found. 

3.  Later  Cave  Men.  Front  and  side  walls  were  later  added 
to  overhanging  rocks.  When  even  the  rocky  walls  were 
wanting,  wide-spreading  branches  and  young  saplings  were 
bent  down  to  the  grmmd  and  held  in  place  by  stones,  mak- 
ing a  kind  of  tent  hut.  Later,  covering  this  with  skins 
brought  about  Tent  Dwelling. 


4.4  Spi'Vi'r  School  CuniculuDi 

III.  Clothinp:.   Present  day  clothing,  and  nature-study,  related. 

1.  Tree  Dwellers.  Trophies  of  teeth  and  claws,  beautiful 
skins,  and  feathers  were  worn  by  brave  men,  and  orna- 
ments of  less  value  by  others. 

2.  i:arly  Cave  Men.     Text,  Chaps.  XI,  XVIII. 

a.  Kinds :  Trophies ;  skins  laced  together  with  sinew 
thread  and  buckles  ;  sandals  of  tough  skin  and  of  braided 
grass ;  leggings  of  strips  of  skin. 

b.  How  skins  were  dressed :  The  inner  side  was  scraped 
oflF ;  the  surface  was  rubbed  smooth  with  fat,  and  the  skin 
was  then  dried  in  the  sun. 

c.  Tools  used :  Scraper,  and  bone  awl. 

3.  Later  Cave  Men.    Text,  Chaps.  XV,  XVI. 

a.  Kinds,  new:  gloves  of  skin;  moccasins  of  tough  skin; 
snow  shoes  of  branches. 

b.  How  skins  were  dressed :  Stretched  on  the  ground  or 
on  frames ;  inner  skin  removed  and  fat  scraped  off ; 
roughened  and  made  flexible  by  scraping  crosswise; 
softened  by  chewing,  beating,  or  treading;  seams  flat- 
tened by  a  piece  of  sandstone ;  and  the  skin  polished. 

c.  Tools  used :  Stone  knife,  stone  scraper,  stone  maul, 
bone  awl,  bone  needle,  flaker,  sandstone  and  flint  saw, 
and  flint  comb. 

IV.  Education.    Present  day  problems,  B,  2,  H,  related. 
I.     Tree  Dwellers. 

a.  Needs :  To  secure  food ;  to  protect  themselves  from 
wild  animals. 

b.  How  they  learned : 

1.  From  mother  and  other  adults — all  they  knew. 

2.  From  animals — new  foods ;  habits  of  animals  and 
how  to  hunt  them. 

3.  By  watching  and  thinking: — the  value  of  fire  as  a 
protection  against  wild  animals ;  the  making  of  some 
tools  and  weapons,  and  of  grass  baskets ;  to  thatch 
roughly  the  tops  of  trees  for  shelter. 

4.  By  accident — to  eat  roasted  flesh ;  the  value  of  fire 
for  warmth ;  to  make  some  tools  and  weapons ;  to  live 
together ;  to  divide  tasks. 


Grade  II  45 

These  means  overlap  a  great  deal  in  some  cases.  Many  dis- 
coveries were  in  part  accident  and  part  the  result  of  thinking. 
Many  were  in  response  to  deeply  felt  needs. 

2.  Early    Cave    Men.      Text,    Chaps.    XX,    XXI,    XXIV, 
XXVII,  XXXIII. 

a.  Needs,  newly  felt :  To  fight  wild  animals  successfully ; 
to  find  a  warmer  home;  to  make  warmer  clothing;  to 
make  fire;  to  care  for  the  injured;  to  work  together. 

b.  How  they  learned : 

1.  By  watching  and  thinking:  To  make  a  fire  drill;  to 
trap  animals;  to  dress  skins;  to  kill  Sabre-tooth;  to 
wear  skins,  garments,  and  sandals ;  to  fasten  skins ;  to 
make  a  door  for  the  cave ;  to  dress  wounds ;  to  co- 
operate, and  to  obey  a  leader. 

2.  By  accident :  to  use  new  food — gravy,  hardened  sap. 

3.  By  trial  and  error :  to  make  some  new  weapons  and 
ornaments ;  to  make  bark  baskets ;  to  make  splint  bas- 
kets ;  to  cooperate. 

Probably  in  most  cases  all  of  the  points  under  i  and  3  include 
both  methods  of  learning. 

3.  Later  Cave  Men. 

a.  Needs,  newly  felt :  To  find  how  to  make  homes  quickly 
as  they  wandered  to  new  hunting  grounds ;  to  know  the 
topography  of  the  country ;  to  communicate  with  other 
clans ;  to  work  together — to  have  a  leader  and  obey  di- 
rections and  laws. 

b.  How  they  learned  : 

1.  By  watching  and  thinking:  To  dry  fish;  to  dress 
skins ;  to  make  some  new  weapons ;  to  make  snow 
shoes,  leggings,  and  gloves ;  to  know  the  movements 
and  habits  of  herds ;  the  location  of  the  best  hunting 
grounds ;  to  know  the  topography  of  the  country ;  to 
set  boundary  lines ;  to  use  message  sticks  and  charms ; 
to  hold  clan  councils,  choose  a  leader,  and  make  and 
obey  rules  or  laws. 

2.  By  accident :  To  boil  meat  with  hot  stones. 

3.  By  trial  and  error :  to  make  some  new  weapons  and 
utensils ;  to  stain  and  dye  coiled  baskets ;  and,  in  part 
by  this  method,  to  do  most  of  the  things  listed  under  i. 


^6  Spcycr  School  Curriculum 

Practically  all  of  the  new  things  learned  were  learned 
in  response  to  deeply  felt  needs. 

In  all  of  these  early  stages,  it  is  not  to  be  forgotten  that  the 
knowledge  possessed  by  one  generation  was  passed  on  to  the  next 
almost  wholly  by  unconscious  absorption  and  imitation.  The  play 
of  the  children  furnished  a  means  of  developing  them  in  the  direc- 
tion of  the  needs  of  the  adults  whose  activities  they  so  largely 
imitated. 

Projects 

The  use  of  materials  is  always  in  direct  relationship  to  some 
social  or  industrial  situation  providing  motive  and  meaning.  Many 
of  the  projects  are  illustrative — they  are  for  the  purpose  of  giving 
clearer  ideas  through  the  working  out  and  expressing  of  thought 
in  concrete  form.  Some  of  these  projects  are  a  means  to  a  better 
understanding  of  present  industrial  problems,  others  to  appreci- 
ating more  fully  the  problems  of  primitive  peoples  and  indirectly 
the  fuller  meaning  of  our  own  activities. 

In  practice,  these  projects  are  always  carried  out  in  direct 
connection  with  the  subject  matter  which  gives  rise  to  them.  It 
is  only  for  convenience  in  bringing  them  together  that  they  are 
here  listed.  In  no  case  is  a  project  considered  as  a  problem  by 
itself. 

I.     Food. 

1.  Preservation  of  food:  By  drying;  by  salting;  by  use  of 
sugar ;  by  use  of  vinegar ;  by  keeping  cold — the  refrigerator. 

2.  Baking  or  roasting  food  in  hot  ashes. 

3.  Boiling  food  in  water  heated  with  hot  stones. 

II.     Shelter. 

1.  Making  a  simple  house  form  with  a  frame  of  wood  cov- 
ered with  burlap,  containing  a  door  and  window,  using 
celluloid  for  the  window  panes ;  the  top  or  roof  is  left  open ; 
the  parts  are  in  panels,  and  are  easily  folded ;  the  wall  of  the 
room  may  be  used  as  one  side  of  the  house. 

2.  Furniture  for  the  house — table,  chairs,  boufTet,  bed, 
bureau,  and  book  case — made  in  simple  style  of  wood  by 
screw  construction  ;  each  piece  is  made  by  two  or  more  chil- 
dren working  together. 


Grade  II  47 

3.     Housewifery,  using  the  house  and  furniture  made. 

a.  Care  of  dining  room :  sweeping,  dusting,  setting  table, 
washing  dishes,  laundering  linen. 

b.  Care  of  bed  room:  sweeping,  dusting,  making  bed, 
laundering  linen. 

III.  Clothing. 

1.  Children  bring  garments  from  home  and  sew  on  buttons. 

2.  Dust  cloth ;  individual  towel — basting,  running,  or  over- 
handing,  or  hemming  stitches ;  iron  holder ;  Christmas 
stocking — basting  or  running,  and  blanket  stitches ;  room 
furnishings — bedding,  table  cloth,  napkins,  curtains ;  needle 
case. 

3.  Spool  knitting:  mat  or  horse  reins.  Comparison  of 
knitted  and  woven  materials. 

4.  Dress  skins  and  make  garments  for  a  doll  representing 
the  Later  Cave  Men. 

IV.  Utensils. 

1.  Baskets:  woven,  and  coiled,  made  and  dyed. 

2.  Clay  dishes  made  for  the  dining  table  in  the  house.    Tiles. 

V.     Tools :  of  wood,  bone,  stone,  and  thongs  or  strings. 

1.  Hammer,  knife,  bow  drill,  fire  drill,  and  throwing  stick  as 
used  by  primitive  peoples. 

2.  Tools  for  dressing  skins,  and  other  tools  used  by  primi- 
tive peoples,  and  in  connection  with  the  dramatization  of 
stories. 

VI.     Sand  table  projects. 

1.  Harvest  time  on  the  farm. 

2.  Representation  of  typical  parts  of  the  city  fire  department. 

3.  The  water  supply  plant  of  the  city. 

4.  A  lumber  camp. 

5.  Country  of  the  Tree  Dwellers. 

6.  Brush  huts  and  caves  of  the  Cave  Men. 

7.  Tents  of  the  Later  Cave  Men. 

Fine  Arts 
Design. 

Line:  character  of  line  ;  proportion  ;  rhythm  ;  repetition  ; 
space  division.    To  show  difference  in  line  quality  with  brush 


48  Sf'cycr  Scliool  Curriculum 

as :  apples,  pears,  mice,  birds.  Animals,  incised  line  in  clay- 
tiles,  in  connection  with  study  of  Cave  Men.  Furniture  design 
in  simple  brush  lines.  Borders  for  portfolios  and  dishes,  made 
of  paper.  All-over  designs  used  in  Christmas  candy  boxes,  and 
in  wall-paper. 

Tone:  Two  values  as :  Illustration  of  Hudson  River  at 
night  and  at  sunset,  cut  paper.  Children  skating,  coasting, 
snow-balling.  Trees  in  silhouette.  Animals  in  action.  Brush 
used  almost  entirely  in  this  grade. 

Color:  hues  ;  intensities.  Illustration  of  stories  ;  some  com- 
munity work.  Thanksgiving  bowls  of  fruit,  choice  of  four  colors. 
Easter  baskets  of  flowers,  cut  paper. 

Representation.  Painting  of  flowers  as — cosmos,  daisy, 
opaque  color  in  dark  paper.  Brush  handling  emphasized  in  paint- 
ing leaves,  flowers  and  fruits  in  line  and  mass. 

Picture  Study.  In  connection  with  study  of  farm  life,  ani- 
mals, and  the  Christmas  story  of  Piccola : 

Murillo — The  Melon  Eaters        Holbein — The    Meyer    Ma- 

Hoecker — Girl  with  the  Cat  donna 

Millet — Feeding  the  Hens  Bonheur — Plowing 

— Digging  Potatoes  Peter  de  Hoogh — Dutch  In- 

Breton — Song  of  the  Lark  terior 

Raphael — Madonna    of    the         Landseer — The  Lion 
Chair  — Dogs 

Nature-Study 

Direct  motivation  for  much  of  the  work  in  nature-study 
comes  through  the  study  of  social  and  industrial  life.  Attention  is 
also  constantly  called  to  the  condition  and  changes  of  weather,  to 
the  plant  and  animal  life  available,  to  the  colors  of  natural  scenery, 
and  to  the  simpler  phenomena  of  the  heavens  by  day  and  by  night. 

The  beginnings  of  geography  lie  in  this  work.  The  follow- 
ing outline  brings  together  many  of  the  points  covered.  The 
order  is  from  fall  to  spring — parallel  with  the  school  year. 
A.  Plants  in  the  fall.  Visits  to  parks,  farm,  and  woods. 
Autumn  weather  and  autumn  colors.  Activities  of  man  in  re- 
sponse to  the  ripening  plant  foods  and  the  oncoming  of  winter. 
I.     How  plants  work  for  man.     Closely  related  to  the  food 

problems  of  man,  present  day,  and  primitive. 


Grade  II  49 

1.  Gather  different  kinds  of  seeds  and  their  holders. 

a.  Edible  fruits :  nuts,  grains,  peas,  beans,  apples,  pump- 
kins, peppers,  etc. 

b.  Unedible  fruits :  maple  seeds,  acorn,  burdock,  etc. 

2.  Other  parts  of  plants  used  as  food :  Roots,  stems,  leaves, 
bark,  and  sap. 

3.  Other  uses — materials   for  shelter,  medicines,  and  dec- 
oration. 

II.     Needs  of  plants  as  shown  by  window  box  garden. 

1.  Watering — when  and  how. 

2.  Loosening  of  the  soil — for  better  retaining  moisture,  and 
for  air. 

3.  Temperature — even,  and  not  too  low. 

4.  Light — relationship  of  indoor  plants  to  windows. 

III.  How  plant  seeds  travel. 

1.  Fly — the  maple,  milkweed,  dandelion. 

2.  Roll — nuts. 

3.  Shoot — castor  oil,  touch-me-not. 

4.  Cling — burdock,  Spanish  needle. 

5.  Thrown  about  by  man — pumpkin,  apple,  peach,  cherry. 

6.  Aided  by  wind,  water,  birds,  insects,  animals,  and  man — 
many  of  great  variety. 

B.     Plants  and  animals  in  winter. 

I.     Trees,  flowers,  foliage. 

1.  Signs  of  winter.  Effect  of  dry,  cool  weather  and  of 
frost ;  autumn  colors ;  snow  scenes  and  their  beauty. 

2.  Names  of  the  most  beautiful  leaves  of  fall,  and  the  identi- 
fication of  trees  from  which  various  beautiful  leaves  come. 

3.  Trees  which  make  the  best  shelter  in  summer ;  in  winter. 

II.     Wild  animals. 

1.  Birds:  those  that  fly  southward;  those  that  remain. 

2.  Squirrels  on  the  Campus:  What  they  are  doing,  1k)W  they 
get  food,  and  how  they  keep  warm. 

3.  Large  animals  in  the  parks :  How  they  keep  warm  ;  their 
foods;  their  habits.  Compare  these  animals  in  captivity 
with  what  can  be  learned  of  them  when  wild. 


t^o  Sf'i-yi-r  School  CnrriculiDn 

III.     Domestic  animals.    Food,  habits,  use  to  man. 

C.  Water. 

I.     Forms  of  water :  rain.  snow.  ice.  vapor ;  water  in  river  and 
ocean  ;  surface  water  and  ground  water ;  springs  and  wells. 

II.  History  of  a  drop  of  water:  Evaporation  from  river  or 
ocean,  leaving  all  impurities  or  germs  behind;  formation  of 
clouds ;  fall  as  rain,  snow,  or  sleet ;  purity  if  caught  in  clean 
vessels. 
III.  City  water  supply  studied  in  connection  with  social  and 
industrial  life. 

D.  Spring. 

I.     Signs  of  spring ;  longer  days,  warmer  w-eather ;  awaken- 
ing vegetation ;  return  of  the  birds  from  the  south ;  spring 
colors. 
II.     Preparation  of  the  roof  garden,  and  planting  of  seeds. 

Mathematics 

Review  thoroughly  and  often. 

Quantitative  facts  and  relationships  involved  in  work  in  in- 
dustrial arts,  surrounding  life,  and  nature-study  and  geography, 
in  so  far  as  the  children  can  appreciate  these,  are  emphasized. 
Measurements  of  length,  weight,  volume,  and  value  continue  as 
begun  in  the  first  grade,  adding  the  quarter,  half  dollar,  and 
dollar  as  new  units  of  value. 

Counting  by  I's  to  200,  and  backward  from  100;  by  2's  to 
100 ;  by  lo's  to  100 ;  beginning  with  o,  i,  2,  3.  . .  .9 ;  by  3's  to  36. 

Reading  and  writing  numbers  to  100  or  beyond.  So  long 
as  children  are  not  confused  there  is  no  reason  for  setting  an 
arbitrary  limit. 

Addition.  The  25  combinations  where  the  sum  does  not  ex- 
ceed 10,  and  the  same  combinations  carried  to  100  by  endings. 
Develop  meanings  and  facts  objectively,  then  fix  in  memory. 
Work  may  include  the  45  combinations  and  carrying  in  adding 
two  numbers  if  needs  arise. 

Subtractions.     The  45  easy  subtraction  combinations. 

123456789  23456789  3456789 

iiiiiiiii  22222222  333333  3 


Grade  II 

4 

5 

6 

7 

8 

9 

5 

6 

7 

89 

6789 

78 

9 

89 

9 

4 

4 

4 

4 

4 

4 

5 

5 

5 

5  5 

6  6  6  6 

7  7 

7 

8  8 

9 

51 


Multiplication  and  division.     Tables  of  2's  and  3's. 

One-half  of  any  multiple  of  2  to  24 ;  one-third  of  any  multiple 
of  3  to  36 ;  one- fourth  of  any  multiple  of  4  to  24.  These  fractions 
and  such  others  as  are  not  too  difficult  are  used  extensively  in  hand 
work  involving  measurement. 

The  symbols  -[-,  — ,  X,  =,  $,  and  ^. 

To  the  units  of  measure  included  in  the  first  grade  are  add- 
ed minute,  hour,  day,  week,  month,  year ;  peck,  bushel ;  quarter, 
half  dollar,  dollar. 

Applications  of  measurement  and  value  in  hand  work,  in 
laying  off  plots  in  the  garden,  in  keeping  accounts  in  the  Penny 
Provident  Bank,  in  keeping  score  in  games,  and  in  all  other 
phases  of  work  involving  quantitative  considerations  appreciable 
to  children  of  this  grade  are  used  as  motivating  elements  in  de- 
veloping number  concepts.  Objective  approaches  may  and  should 
be  made  in  every  new  aspect  of  number  in  the  lower  grades,  but 
the  work  should  not  stop  until  the  new  fact,  process,  or  relation- 
ship becomes  perfectly  memorized  and  so  dissociated  that  it  is 
usable  in  any  situation. 

Constant  and  thorough  review  is  essential  in  fixing  number 
facts  and  relationships.  Frequent  short  periods  of  rapid  repeti- 
tions with  concentration  of  attention  are  necessary.  Many  short 
periods  are  much  more  effective  in  this  kind  of  work  than  longer 
periods  at  greater  intervals. 

While  mere  basic  facts  and  processes  must  always  be  regard- 
ed as  subordinate  to  meanings  and  applications,  it  must  also  be 
insisted  that  there  is  no  freedom  in  application  without  auto- 
matism in  the  use  of  facts  and  processes. 

Music 
First  Pttase.  Defining  musical  ideas  and  beginning  to  ex- 
press them  by  means  of  notation,  (i)  Voice  work.  Good 
position  by  body.  Good  breath  control.  The  vowel,  the 
thread  upon  which  the  tone  is  sung.  All  developed  from  effort 
to  make  the  song  sound  better.  (2)  Key  Quality.  Observing 
through   song  sentences  the  characteristic  effects   produced  by 


52  Spcyer  School  Curriculum 

each  of  the  seven  tones  of  the  key  and  associating  the  sound 
names  and  hand  signs  with  the  tones  they  represent,  estabUshing 
the  third  and  fifth  as  initial  tones ;  followed  by  scale 
practice.  (3)  Tone  Duration.  Combining  the  acting  and  pic- 
turing of  pulse  and  duration,  thus  learning  how  to  measure  tones 
of  different  lengths — quarters,  halves,  eighths.  (4)  Simplified 
notation.  Discovering  the  advantages  of  lines  and  spaces  in 
representing  differences  in  pitch,  and  learning  how  to  write 
measured  music  upon  them.  (5)  Practice  in  finding  rapidly 
the  third  and  fifth  on  the  staff.  (6)  Song  making.  Learning 
how  a  musical  passage  of  four  or  five  notes  looks,  from  the  way 
it  sounds  and  how  to  form  and  express  our  own  tonal  thoughts 
by  song  making. 

Program  Music  and  History  of  Music.  Development  of 
work  of  Grade  I.    See  page  28. 

Songs.  See  the  list  under  Music  for  the  first  grade  which 
contains  song  material  appropriate  to  both  first  and  second 
grades,  page  28. 

Physical  Education  and  Hygiene 

The  work  outlined  under  the  first  grade  continues  here,  but  it 
is  increased  in  complexity.  In  addition  to  the  joy  of  activity 
for  its  own  sake  there  is  a  gain  in  concentration  making  for  some 
increase  in  skill.  The  child  begins  to  demand  a  more  reason- 
able sequence  in  his  stories  and  plays,   _ 

Much  of  the  work  of  this  grade  centers  about  the  home  life 
of  to-day  in  comparison  with  the  life  of  primitive  peoples,  and 
in  the  life  and  characteristics  of  animals. 

1.  Occupational  and  play  activities:  Hunting;  tree  climb- 
ing ;  cutting  down  trees ;  sowing  grain ;  reaping  the  harvest ; 
imitating  animals. 

2.  Dramatic  and  singing  games :  The  Brownies  ;  The  Pied 
Piper ;  Little  Red  Riding  Hood ;  A  Hunting  We  Will  Go  ;  Charlie 
Over  the  Water ;  etc. 

3.  Simple  folk  dances:  The  Crane,  adapted;  I  See  You; 
The  Chimes  of  Dunkirk;  etc. 

4.  Games  involving  an  element  of  skill :  Cat  and  Mouse ; 
Squirrel  in  Tree ;  Relay  race,  individual  against  individual ;  Roll 
Ball;  Bounce  Ball;  etc. 


Grade  II  53 

Stall  bars  and  some  other  parts  of  the  gymnasium  equip- 
ment are  used  in  the  various  dramatic  games,  but  not  as  pieces 
of  apparatus. 

Hygiene 

The  outline  for  Social  and  Industrial  Life  is  especially  rich 
in  vitally  motivated  lessons  in  hygiene  of  the  most  practical  type. 
Problems  of  home  care,  food,  clothing,  personal  care,  and  right 
habits  are  considered  in  relationship  to  the  problems  of  the  pres- 
ent day  and  of  primitive  life.  Class-room  and  gymnasium  activ- 
ities offer  opportunities  for  the  cultivation  of  desirable  habits. 


THIRD  GRADE 
English 

The  same  general  statements  found  in  the  work  outlined  for 
Grade  II,  page  32,  apply  to  the  work  of  the  grade. 

Literature.  To  be  told  or  read  to  the  children  by  the 
teacher,  or  read  in  simple  form  by  the  children. 

Stories: 
English 

Gulliver's  Travels,  selections  'jy'^ 

The  Wonderful  Lamp  44 

Sinbad  the  Sailor  44 

Swiss   Family  Robinson,   selections  78 
French 

Ralph,  the  Charcoal  Burner  76 — IV 
Spanish 

Rodrigo,   the   Spanish    Hero  76 — IV 
Persian 

Rustum,  the  Persian  Hero,  selections  76 — IV 
Norse 

The  Constant  Tin  Soldier  76 — J 

The  Darning  Needle  76 — I 

The  Angel  76 — I 

The  Fir  Tree  76 — I 

The  Lad  Who  Went  to  the  North  Wind  76 — I 

Buttercup  76 — I 

Quest  of  the  Hammer  76 — II 

Norse  Tales,  selections — Mabie  10 

Viking  Tales,   selections — Hall   79 
Celtic 

Jack  and  His  Companions  76 — I 
Slav 

The  Prince  vi^ith  the  Golden  Hand  76 — II 

The  Three  Golden  Hairs  76 — II 
Indian 

The  Country  Where  the  Mice  Eat  Iron  76 — I 

The  Tune  That  Makes  the  Tiger  Drowsy  76 — I 

The  Camel  and  the  Pig  76 — I 

The  Man  and  His  Piece  of  Cloth  76— I 

The  Lion,  the  Fox,  and  the   Story  Teller  yt — I 

The  Brahman,  the  Tiger,  and  the  Six  Judges  76— I 

Tit  for  Tat  76— I 


1  Numbers  refer  to  books  containing  stories  and  poems.    A  full  list  of 
books  with  publishers  forms  an  appendix  to  this  book. 

54 


Grade  III  55 

Jungle  Book,  selections — Kipling  67 
Just  So  Stories — Kipling  80 
Japanese 

The  Sun  and  the  Thunder  God  76 — II 
The  Adventures  of  Little  Peachling  76 — I 
The  Accomplished  and  Lucky  Tea  Kettle  76 — I 
The  Graceful  Foxes  76 — I 
The  Tongue  Cut  Sparrow  76 — I 
The  Ashes  That  Made  the  Tree  Bloom  76 — II 
The  Elves  and  the   Envious  Neighbor  76 — II 
Autumn  and  Spring  76 — II 
Miscellaneous 
The  Prince's  Visit  76— X 
The  Cratchit's  Christmas  Dinner  76 — X 
The  Dog  of  Flanders  76 — X 
Old  Pipes  and  the  Dryad — Stockton  52 
Rip  Van  Winkle  76— X 
The  Golden  Touch  76 — X 
The  Boy  and  the  Mud  Pony  76 — X 
Uncle   Remus    Stories,    selections — Harris  70 
Poems: 

October's  Bright  Blue  Weather  3,  5 

Good   Night  and   Good   Morning  4 

Sweet  and  Low  2,  3 

A  Boy's  Song  3 

The  Arrow  and  the  Song  2,  3 

The    Village    Blacksmith — Longfellow    7 

Hiawatha,  selections — Longfellow  3 

The  Children's  Hour  i,  12 

Christmas — Tate  3 

Daisies — Sherman  3,  14 

The  Four  Winds — Longfellow  3 

Violets — Thatcher  3 

Twenty-third  Psalm  3,  5,  37 

How  the  Leaves  Come  Down — Coolidge  i 

No — November — Hood  3 

A  Norse  Lullaby — Field  3,  5 

Japanese  Lullaby  5 

Songs : 

Songs  studied  as  literature.    See  Music. 

Selections  are  also  read  to  or  by  the  children  from  the  fol- 
lowinpf  books.  Children  are  encoura{?ed  to  take  books  suf?j:;:ested 
by  these  types  from  the  library  for  home  reading.  Many  of 
these  stories  bear  rather  directly  upon  the  history  work  of  this 
grade. 


c6  Spcycr  School  Curriculum 

Story  of  the  Chosen  People,  Guerber — Amer.  Bk.  Co. 

Old  Stories  of  the  East,  Baldwin— Amer.  Bk.  Co. 

Stories  of  Ancient  Peoples,  Arnold — Amer.   Bk.  Co. 

Pueblo  Folk  Stories,  Summers — Century. 

Stories  of  .\merican   Life  and  Adventure,  Eggleston — Amer.   Bk. 
Co. 

Just  So  Stories,  Kipling — Houghton,  Mifflin. 

Book  of  Christmas   and   Other   Stories,   Field — Scribner. 

Animal  Stories  by  Thompson  Seton — Century. 

The  Birds'  Christmas  Carol — Wiggin — Houghton,  Mifflin. 

Alice    in    Wonderland — Carroll — Macmillan. 

The  Story  Hour,  Wiggin.   Smith — Houghton,   Mifflin. 

Five  Little  Peppers  and  How  They  Grew,  Sidney — Lothrop. 

0!d  Indian  Legends — Zitkala  Sa,  Ginn. 

Memorizing.  Thorough  reviews  of  poems  and  songs  mem- 
orized in  preceding  grades,  and  the  addition  of  half  a  dozen  or 
more  in  this  grade.  The  repertoire  of  poems  and  songs  accurately 
memorized  should  be  cumulative. 

Reading.  Much  reading  is  a  wise  means  of  developing 
capacity  and  creating  a  love  and  taste  for  good  literature.  Chil- 
dren should  be  aided  in  assignments  so  that  they  may  read  with 
reasonable  freedom.  Careful  selection  has  been  observed  in  se- 
curing material  not  too  difficult  and  at  the  same  time  interesting 
and  of  standard  excellence. 

History,  industrial  arts,  and  geography  all  contribute 
markedly  to  the  enlargement  of  vocabulary.  Children  are  encour- 
aged to  read  stories  supplementing  other  work  and  to  develop  the 
library  habit.  The  emphasis  is  upon  getting  them  to  see  that 
reading  is  getting  thought  from  a  book,  and  that  if  it  is  oral 
reading  it  is  also  telling  another  what  the  thought  is.  Expression 
is  made  prominent  throughout.  The  books  from  which  read- 
ing for  class  work  is  largely  drawn,  are  as  follows : 

Third  Year  Language   Reader,   Baker,   Carpenter — Macmillan. 

Stepping  Stones  to  Literature,   Bk.   Ill,  Arnold — Silver,   Burdett. 

Fifty   Famous    Stories,    Baldwin — Amer.    Bk.   Co. 

Robinson  Crusoe,  McMurry,  Husted — Pub.  School  Pub.  Co. 

Alice  in  Wonderland,   Carrol — Macmillan. 

Nature  Myths,  Holbrook — Houghton,  Mifflin. 

Nature  Myths  of  Many  Lands,   Farmer — Amer.   Bk.   Co. 

Docas,  Snedden — Heath. 

Nature   Study,  Wilson — Macmillan. 

Word  Study.  Continue  drills  on  phonograms  and  blends  as 
shown  by  needs  in  reading  and  spelling.     Word  studies,  both 


Grade  HI  57 

oral  and  written,  with  care  in  syllabication  and  enunciation,  the 
words  to  be  selected  from  other  lessons  and  common  needs. 
Drill  upon  words  requiring  it.  Much  attention  to  spelling  in  all 
work. 

Language.  Reproduction  stories.  Dramatization  of  selec- 
tions from  literature,  of  history  stories,  and  of  folk  activities 
studied  in  physical  education.  Letter  writing  and  some  compo- 
sition writing  in  other  subjects.  Brief  outlining  with  short  pro- 
ductions for  careful  supervision  of  subject  matter  and  occasional 
revision  afterward.  Some  work  in  copying  and  from  dictation 
to  fix  habits  of  accuracy  and  develop  sufficient  attention  to 
necessary  detail.  Alternative  expression — "saying  things  in  dif- 
ferent ways." 

Work  on  arbitrary  forms  continued  as  in  second  grade. 
Abbreviations  and  contractions  as  these  occur  in  other  subjects. 
Use  of  apostrophe  in  contractions  and  possessives.  Comma  after 
yes  and  no,  and  after  names  of  persons  addressed.  Quotations 
with  quotation  marks. 

Writing 

Eflfort  is  made  to  secure  legibility  and  a  fair  degree  of  rapid- 
ity. Use  of  the  w^hole  arm  movement.  An  average  of  from 
fifty  to  sixty  minutes  a  week  devoted  to  writing  with  specific 
attention  to  correctness  in  form.  Application  of  Thorndike's 
Handwriting  Scale  three  or  four  times  during  the  year  to  assure 
standards  and  measure  progress. 

History,  Civics,  and  Social  Life 

The  work  begun  in  the  second  grade  continues  through  the 
greater  portion  of  the  third  year ;  but  the  work  now  centers  about 
different  types.  The  industrial  stages  to  be  studied  are  the  later 
hunting  and  fishing  stages,  the  pastoral  and  the  earlier  agricul- 
tural and  commercial  periods.  In  following  out  the  study  of 
the  types  selected  for  this  grade,  the  work  gradually  merges  into 
the  study  of  "authentic"  history  before  the  close  of  the  year. 
As  in  the  preceding  grade,  however,  the  organizing  principle  of 
the  work  is  industrial  and  social  progress. 

A.     The  Later  Hunting  and  Flshing  Stages. 

L  Types.  For  the  American  child  the  best  examples  of 
these  stages  of  life  are  to  be  found  on  oiir  own  continent.     Per- 


eg  Speycr  School  Curriculum 

haps  no  better  types  could  be  found  anywhere.  We  have  the 
Indian  of  the  plains,  the  Clifi'  Dwellers  of  the  southwestern  part 
of  United  States,  and  the  Eskimos  of  Alaska.  These  three  types 
are  excellent  illustrations  of  man's  adaptation  of  home  and  habits 
in  response  to  environment. 

II.     Points  especially  to  be  noted: 

1.  Kinds  of  game  sought  by  each  type. 

2.  Hunting  \veapons  and  means  of  catching  game,  as: 
the  fully  developed  bow  and  arrow,  the  spear,  traps, 
hooks,  nets,  use  of  stratagems,  etc. 

3.  Means  of  pursuing  game  in  or  upon  the  water — the 
canoe,  the  boat;  the  kinds  of  material  used  for  con- 
struction of  water  craft. 

4.  Means  of  preserving  game  and  fish — smoking,  sun- 
drying,  freezing,  etc. 

5.  Extensive  use  of  skins  and  the  methods  of  dressing 
them. 

6.  Improved  cooking  and  other  utensils — ^baskets,  pot- 
tery,   stone   ware,    etc. 

7.  Development  of  primitive  agriculture — corn,  pump- 
kins, tobacco,  the  potato,  etc. 

8.  The  dog  as  the  type  of  early  domestic  animals ;  ap- 
pearance of  the  horse  and  the  use  made  of  him  by  the 
Indian ;  peculiar  importance  of  the  buffalo  herds  of  the 
plains. 

9.  Ornaments,  trophies,  and  rude  money — use  of  shells, 
wampum,   gold   and   silver  ornaments,   copper,   etc. 

10.  Development  of  trade  between  different  tribes  and 
divisions  of  the  tribe. 

11.  Appearance  of  regular  paths  across  the  country,  the 
first  form  of  roads. 

12.  Spinning  and  weaving  in  their  early  forms. 

B.     Pastoral.  Early  Agricultural,  Commercial  Stages. 

I.  The  transition  from  a  hunting  life  to  a  pastoral  one  is 
worked  out  inductively,  the  class  considering  what  industrial 
changes  would  follow  if  cattle,  sheep,  goats,  or  buffaloes  were 
tamed  and  made  the  basis  of  food  supply  and  clothing,  wholly 
or  in  part.  The  type  is  to  be  found  now  in  Asia,  and  is  repre- 
sented well  by  the  clan  of  which  Abraham  was  the  chief,  or  pa- 


Grade  III  59 

triarch.    The  thread  of  Hebrew  history  is  taken  up  and  followed 
as  indicated  below : 

II.  Points  especially  to  be  noted  in  the  Pastoral  stage  in 
Abraham's  time  are: 

1.  The  domestication  of  cattle,  sheep,  goats,  asses,  camels 
and  fowls. 

2.  Products  secured  from  herds,  as,  wool,  hides,  flesh, 
milk,  and  cheese. 

3.  Need  of  pasture  and  consequent  wandering  of  Abra- 
ham. 

4.  Kind  of  life  led  by  Abraham  while  hunting  pasture 
for  his  herds ;  temporary  home  recurred  to  at  different 
seasons  of  the  year. 

5.  Necessity  of  protection  from  thieves ;  use  of  captives 
as  herdsmen;  use  of  armor;  use  of  the  sword  and  other 
bronze  weapons. 

6.  Improvements  in  agriculture — use  of  wheat,  barley, 
wine,  olives ;  means  of  harvesting,  threshing,  cleaning, 
and  grinding  wheat  and  barley. 

7.  Changes  in  clothing  and  in  cooking  utensils ;  better 
potter>%  skins  as  vessels  for  carrying  liquids ;  greater 
use  of  woven  goods. 

8.  Development  of  trade  which  comes  as  a  natural  re- 
sult of  property  in  the  form  of  herds  and  in  the  grow- 
ing division  of  labor. 

9.  Abraham's  religion;  his  belief  in  one  God;  the  sacri- 
fice in  early  religious  worship ;  marriage  customs  of 
the  Hebrews  as  seen  in  Isaac's  marriage.  Emphasize 
social  conditions  of  the  time. 

III.  Early  Hebrew  History  subsequent  to  Abraham. 

1.  Stories  of  Isaac  and  Jacob,  their  lives  and  religion; 
their  care  in  preserving  their  racial  purity ;  the  patri- 
archal  family. 

2.  Joseph.  How  he  came  to  Egypt.  The  Famine  and 
the  entrance  of  the  Hebrews  into  Egypt.  Main  points 
of  Egyptian  industrial  life  as  things  which  the  Hebrews 
learned.  Conditions  of  life  for  the  Hebrews  while  in 
Egypt. 


6o  Speyer  School  Curriculum 

3.  iMoscs.  The  hard  hfe  of  the  Hebrews.  Birth  and 
early  Hfe  of  Moses.  Story  of  the  burning  bush;  Moses' 
behef  that  he  had  been  talking  with  God.  Aaron.  The 
Egyptian  plagues  and  the  belief  of  the  Hebrews  that 
their  God  had  sent  them  as  a  punishment.  The  escape 
from  Egypt.  Wanderings  in  the  wilderness,  the  Mosaic 
law,  and  death  of  Moses.  Social  conditions.  Joshua 
as  the  war  leader.  Gideon,  Samson,  and  other  hero 
stories  typical  of  conditions  in  the  period  of  the  Judges. 

I^^     Later  Hebrew  History. 

1.  Saul  and  the  changes  from  mere  tribal  government 
to  a  form  of  national  government.  Theocratic  char- 
acter of  the  government. 

2.  The  Story  of  David.  David  and  Saiil ;  Psalms  of 
David. 

3.  Solomon  and  the  building  of  the  Temple.  In  this 
connection,  consider  Phoenicia  with  its  arts  and  com- 
merce. Material  and  workmen  used  in  building  the 
Temple. 

4.  Rehoboam  and  how  he  caused  a  division  of  the  King- 
dom. 

5.  Sargon  and  the  carrying  away  of  the  Ten  Tribes. 
Touch  briefly  on  the  growth  of  Babylonia. 

6.  Nebuchadnezzar  and  the  Babylonian  captivity.  Jere- 
miah. 

7.  Daniel  and  Cyrus  and  the  return  of  the  Hebrews  to 
Jerusalem. 

8.  Darius  and  the  expansion  of  Persia  till  it  came  into 
contact  with  Greece. 

Throughout  this  year's  work,  emphasis  is  placed  upon  the 
changing  industrial  conditions  and  the  changed  social  relation- 
ships consequent  upon  these.  Interrelationships  and  interde- 
pendence are  seen  to  be  growing  ever  larger  and  wider  as  di- 
vision of  labor,  trade,  and  commerce  develop. 

Books  helpful  in  the  development  of  the  Hunting  and  Fish- 
ing Stages  are  as  follows : 

All  of  those  listed  under  the  second  grade  history. 

The  American   Race,   D.   G.   Brinton — McKaj-^ 

The  Story  of  Primitive  Man,  Clodd — Appleton. 


Grade  III  6i 

Bulletins   No.  35,  41,  50,  and  51,   Bureau  Am.  Ethnology,  Wash- 
ington, D.  C. 
First  Steps  in  Human  Progress,  Starr — Chautauqua  Pub.  Co. 
Lolami,  the  Cliflf  Dweller,  Clara  Kern  Bayliss— Pub.  Sch.  Pub.  Co. 
The    Indians    of   Today,    Grinnell — Stone. 
Stories  0/  Indian  Children,  Husted — Pub.  Sch.  Pub.  Co. 
Stories  of  the  Red  Children,  Brooks — Ed.  Pub.  Co. 
North  American  Indians  of  the  Plains,  Wissler — Am.  Museum  Nat. 

Hist. 
Indians  of  the  Southwest,  Goddard — Am.  Museum  Nat.  Hist. 
For  the  period  covered  in  the  Hebrew  studies,  the  following 
are  good,  the  first  list,  I,  made  up  of  books  children  may  read 
or  have  read  to  them,  the  second,  II,  made  up  of  those  helpful 
to  the  teacher: 

I.    Old  Testament  Bible  Stories,  W.  A.  Sheldon — Welch  Co.,    Chicago. 
Old  Stories  of  the  East,   Baldwin — Amer.   Bk.   Co. 
Wandering  Heroes,  Price — Silver,  Burdett. 
History   for    Graded   and    District   Schools,    Kemp — Ginn. 

II.    The  Bible. 

History  of  the  Hebrews,   Kent — Scribner. 

The    Life   and   Times    of  Joseph,    H.    G.    Tomkins — Relig.    Tract 

Soc,  London. 
The  Jews,  Hosmer — Putnam. 

Historians   History  of  the  World,   H.  S.  Williams — Outlook  Co. 
The    Dawn   of  Civilization,   Maspero — Appleton. 
Life  in  Ancient  Egypt  and  Assyria,  Maspero — Appleton. 
Story  of  the   Bible,   Foster — Foster  Pub.   Co. 
The   Peasantry  of  Palestine,   Grant — Pilgrim   Press. 
Story  of  the  Chosen   People,  Guerber — Amer.   Bk.  Co. 
A    Primer  of   Hebrew   .Antiquities,   Whitehouse — Revel!   Co. 
Old  Testament   Narratives,    Baldwin — Amer.    Bk.   Co. 

Industrial  and  Fine  Arts 

The  numbers  used  under  Projects  refer  to  the  topics  with 
respective  numbers  under  Subject  Matter.  The  work  outlined 
suggests  the  close  correlation  in  many  points  between  the  his- 
tory, geography,  or  nature-study  and  the  industrial  and  fine 
arts.  The  unification  of  the  work  can  scarcely  be  appreciated 
without  keeping  this  fact  in  mind.  The  fine  arts  outline  gives 
particular  attention  to  the  design  of  projects. 

Under  some  units,  selection  may  be  made  from  among  the 
topics  listed.  A  single  project  of  a  number  given  as  possible 
may  be  adequate  to  illustrate  the  particular  principle  or  process. 

See  list  of  books  of  reference  in  Appendix. 


62  Spcycr  School  Curriculum 

I.  Foods. 
Subject  Matter: 

1.  Milk  and  milk  products — related  to  study  of  pastoral 
people.  Food  value  of  milk  as  compared  with  other  foods.  Care 
of  milk — questions  of  sanitation.  Butter — food  value,  process  of 
making,  including  fermentation  of  milk.  Cheese — food  value, 
process  of  making,  action  of  rennet.  Thickening  of  milk — with 
flour,  egg,  rennet,  starch.     Whey  and  curds. 

2.  Indian  foods,  in  connection  with  history.  Dried  foods 
— pumpkin,  apples,  and  meat.  Uses  of  corn — mush,  me^l,  homi- 
nv,  parched  corn.     Corn  dance  of  the  Indians. 

3.  Storage  of  fruits  and  vegetables  for  the  winter.  Indian 
methods  compared  with  ours ;  marketing  in  New  York. 

4.  Hebrew  foods,  in  connection  with  history — unleavened 
bread,  lentils ;  cleanliness  relative  to  meat. 

5.  Food  products  of  the  eastern  Mediterranean  region.  Ol- 
ives— olive  oil,  food  value,  use  in  salads.    Oranges,  dates,  figs. 

Projects : 

1.  Butter,   cottage  cheese,   custard,   junket. 

2.  Dried  pumpkin,  dried  apples,  corn  meal  by  mortar  and 
pestle — See  Tools.    Corn  meal  mush,  hominy,  parched  corn. 

4.  Unleavened  bread,  lentil  soup. 

5.  Salad,  orange  jelly,  stuffed  dates. 

II.  Shelter- — housing  and  furnishing. 
Subject  Matter: 

1.  Indian  shelter — wigwam,  the  village,  community  house 
of  the  Iroquois.  Pueblo,  preparation  of  skins,  furniture  of  wig- 
wam, rugs  and  blankets,  the  Indian  method  of  weaving  with 
heddle  device,  adobe  oven. 

2.  Eskimo  house — adaptation  of  shelter  to  material  and 
conditions  of  environment. 

3.  Hebrew  shelters — tent,  an  adaptation  to  conditions  of 
pastoral  life ;  sun-dried  bricks  for  houses  of  Palestine ;  Hebrew 
ovens. 

Projects: 

I.  Model  of  Indian  wigwam  or  of  Inidan  Pueblo,  Indian 
rug — com.munity  project,  loom  with  heddle — See  Clothing;  dry- 
ing a  rabbit  or  mole  skin. 


Grade  III  63 

2.  Model  of  Eskimo  house. 

3.  Model  of  Hebrew  tent  and  of  clay  oven. 

III.  Clothing. 
Subject  Matter: 

1.  Wool,  in  connection  with  history  of  pastoral  peoples — 
washing,  drying,  dyeing,  hand  spinning,  and  weaving  of  wool ; 
uses,  relative  cost,  and  advantages  of  wool. 

2.  Dyeing — vegetable  dyes,  brilliant  dyes  of  orientals,  tied- 
and-dyed  work  of  primitive  peoples. 

3.  Spinning — evolution  of  spinning  including  demonstration 
of  spinning  wheel. 

4.  Weaving — use  of  heddle  to  secure  shed — See  Shelter; 
Indian  designs  and  blankets,  Hebrew  stripes. 

5.  Fiber  and  fabric  study — tests  for  wool,  burning  and 
feeling ;  comparison  of  four  leading  textiles ;  charts  showing  re- 
sults. 

6.  Sewing — bags  for  gymnasium  shoes,  rubbers,  etc.,  with 
initial ;  stitches — basting,  running,  stitching,  chain. 

Projects : 

1,  2,  3.    Carrying  wool  through  processes  to  woven  project. 

2.  Dyeing  wool ;  tied-and-dyed  pillow  cover. 

4.  Weaving  blanket,  community  project — See  Shelter. 

5.  Testing  wool ;  textile  charts. 

6.  Bags. 

IV.  Records. 
Subject  Matter: 

1.  Historical — Indian  picture  writing;  records  on  notched 
stick  ;  traditions  and  the  story  teller  of  the  tribe  ;  stone  covenants  ; 
inscriptions ;  clay  tablets  and  the  library  at  Babylon  ;  papyrus  and 
the  library  at  Alexandria ;  parchment,  Eumenes,  and  the  library  at 
Pergamos ;  scrolls  and  Hebrew  sacred  writings. 

2.  Alphabeting  material  in  connection  with  spelling  lists 
and  dictionary  work. 

Projects : 

1.  Scroll  for  use  in  dramatization  of  Hebrew  story. 

2.  Books  for  dictionary  work  and  spelling  lists. 


64  Speyer  School  Curriculum 

V.  Utensils. 
Subject  Matter: 

1.  Pottery — Indian  methods  of  building  by  coils ;  decoration, 
its  meaning  and  symbolism ;  burning ;  Hebrew  pottery ;  ink  wells 
of  scribes,  lamps. 

2.  Basketry — Indian  sewed  baskets,  woven  baskets,  baskets 
of  mountaineers  of  Kentucky,  the  Philippines,  etc. 

3.  Paper  boxes — candy  boxes,  packing  boxes  for  groceries, 
etc. 

4.  Hebrew  water  bottles  of  skins. 

Projects: 

1.  Bowl,  coil  method,  Indian  design ;  Hebrew  tiles ;  jars,  ink 
wells,  and  lamps. 

2.  Sewed  basket,  coarse,  Indian  design. 

3.  Candy  box  for  holiday  occasion. 

VI.  Tools,  Machines,  and  Weapons. 
Subject  Matter: 

1.  Grinding  grains — use  of  the  mortar  and  pestle,  the  hand 
mill,  the  tread  mill. 

2.  The  bow  and  arrow,  the  principle  of  elasticity  in  pro- 
pelling. 

3.  Traps  for  catching  game  and  fish — the  dead  fall,  the 
pit-fall,  the  figure  four,  the  spring  trap,  the  noose,  and  the  net — 
illustrating  the  use  of  gravity,  the  center  of  gravity,  balancing 
weights,  and  elasticity. 

4.  Snowshoes,  sleds,  and  drags  for  moving  Indian  villages, 
illustrating  the  gain  in  speed  and  work  by  reducing  friction,  and 
the  advantage  of  distributing  weight. 

5.  Canoes,  illustrating  buoyancy  of  water,  speed  from  re- 
duced friction,  and  levers  in  paddles  or  oars. 

6.  Agricultural  tools — evolution  of  the  plow  and  hoe  from 
primitive  digging  sticks,  rakes,  sickles,  cradles,  early  reaping 
machines,  the  flail,  the  threshing  floor — carrying  the  development 
of  these  to  the  period  of  the  Industrial  Revolution. 

7.  The  sling  of  David,  illustrating  centrifugal  force. 

8.  The  inclined  plane — the  probable  method  of  elevating 
material  in  building  the  pyramids ;  the  wedge. 


Grade  III  65 

Projects: 

1.  Alortar  and  pestle,  grinding  corn.    See  Foods. 

2.  Bow  and  arrow. 

3.  Sled. 

4.  Models  of  canoe  in  paper. 

Fine  Arts 

Design. 

Line:  proportion  ;  shape  ;  rhythm  ;  repetition  ;  space  divis- 
ion. Choice  of  rectangle  for  any  design  as  :  rug,  or  one  in  which 
to  design  Indian  bowl,  afterwards  made  and  fired.  Spacing  of 
rhythmic  designs  for  bowl,  and  book  covers  for  Hebrew  history. 
Objects  to  be  drawn  well  placed  in  rectangular  space.  Shapes  of 
bowls  studied  for  good  curves.  Cutting  of  rug  spaces  by  border, 
placing  of  border  on  bowl  and  book. 

Tone:  massing;  two  values.  Simple  landscape  in  two 
values,  brush,  crayola.  Original  and  printed  designs  filled  in 
with  tone. 

Color:  hues ;  values ;  intensities.  Color  schemes  for  de- 
signs which  children  have  made,  as  indicated  above. 

Representation.  Copying  Japanese  fruits,  flowers,  animals, 
and  figures  in  brush  line.  Afterward  memory  sketches  of 
children  using  same  method.  Brush  drawings  from  specimens  of 
flowers  and  fruits. 

Picture  Study.  In  connection  with  study  of  Indian  life, 
Hebrew  history,  etc. 

Angelo — Moses  Photographs  of  Indians  at 

Assyrian  and  Egyptian  Art  work 

Cazin — Hagar  and  Ishmael  Bouveret — At  the  Watering 

Sargent — Prophets  Trough 

Guerin — The  Flight  into  Mauve — Spring 

Egypt  — Autumn 

Remington's  Pictures  of  In-         Bonheur — IJriltaiiy  Sheep 
dians  — The  Horse  Fair 

Palma  Vecchif) — Jacob  Landseer — Saved 

and  Rachel. 

Tissot's  Bible  pictures  are  used  for  their  hisbirical  value. 

For  appreciation  of  Indian  bowls  and  primitive  designs  the 
children  are  taken  to  the  Museum  of  Natural  Ilistorv. 


66  Speycr  School  Curriculum 

Geography  and  Nature-Study 

The  work  of  this  year  centers  about  three  interests: 
Local  or  home  conditions;  the  simpler  geographical  aspects 
of  industrial  studies ;  and  the  geographical  settings  for  peoples 
studied  in  history.  For  all  of  these  studies,  the  immediate 
locality  serves  as  a  starting  point.  The  studies  of  home  life 
are  constantly  used  as  a  basis  of  comparison  and  contrast  for 
the  lives  and  conditions  of  distant  peoples. 

Home  Geography.  The  location  of  Speyer  School ;  the 
immediate  neighborhood;  a  map  worked  out  by  the  class 
showing  the  land  surface  in  the  vicinity,  and  the  proximity  to 
the  Hudson  River ;  transportation — car  lines,  subway,  ferries, 
passenger  and  freight  steamers ;  streets  and  roads  now  and 
in  early  times ;  position  of  ^Tanhattanville  in  relation  to  the 
remainder  of  New  York  City ;  the  advantages  and  disadvan- 
tages of  living  in  a  valley  as  represented  by  the  valley  situa- 
tion of  Manhattanville. 

Other  land  forms  beside  those  of  the  immediate  neighbor- 
hood— cliffs,  palisades ;  hills — Washington  Heights ;  moun- 
tains— Catskill  and  Adirondack ;  plains — those  in  Van  Cort- 
landt  Park,  and  in  the  marshes  of  New  Jersey.  The  effect  of 
land  surfaces  upon  the  growth  of  cities  touched  upon. 

Water  forms :  Hudson  and  East  Rivers  ;  New  York  Bay ; 
the  ocean ;  springs,  lakes,  swamps,  water-falls,  canals. 

Size  and  importance  of  New  York  City.  Commerce, 
through  commodities.  Transportation  by  land  and  water  re- 
viewed. Immigration — approached  through  the  children  in 
the  class  and  families  of  foreign  birth  in  the  neighborhood. 

Climate :  the  seasons  of  New  York ;  weather  studies, 
rain ;  east  winds ;  snow ;  responses  to  weather  conditions  in 
matters  of  food,  shelter,  and  clothing;  comparison  of  our 
climate  with  that  of  each  of  the  peoples  studied  in  history. 

Facts  learned  about  United  States :  Constant  use  of  the 
map  in  considering  the  sources  of  commodities  in  industrial 
arts,  and  in  talking  of  places  visited  by  the  children,  places 
of  current  interest,  or  places  read  about  leads  to  a  mental 
picture  of  the  United  States  and  a  number  of  its  more  impor- 
tant points.     Atlantic  Ocean  to  the  east;  Pacific  Ocean  to 


Grade  III  67 

the  west;  location  of  New  York  State,  Long  Island,  Connec- 
ticut, New  Jersey,  and  other  nearby  states  as  occasion  sug- 
gests; the  more  important  trade  and  social  centers. 

Geographical  Aspects  of  the  Industrial  Arts.  Foods: 
The  milk  depot  of  Sheffield  Farms  or  Borden  visited ;  stock 
raising  and  dairying;  wholesale  market — Washington  Market 
visited;  oranges,  leading  to  a  brief  study  of  California  and 
Florida;  olives,  dates,  and  figs,  studied  in  connection  with 
Hebrew  history. 

Clothing:  Work  with  textiles  and  a  somewhat  detailed 
study  of  wool;  visit  to  a  woolen  mill  in  the  neighborhood; 
sources  of  wool ;  shepherd  life  in  connection  with  Hebrew 
history. 

Shelter :  Brickmaking  traced  from  new  buildings  back 
to  the  brickyard,  and  stones  traced  to  quarries;  review  of 
woods  and  lumbering  as  covered  in  the  second  grade  in  con- 
nection with  making  a  loom  for  weaving.  In  all  of  this  work 
the  emphasis  is  laid  upon  the  sources,  conditions  of  growth, 
transportation,  and  destination  of  commodities.  Geographic 
controls  determining  all  of  these  factors  are  emphasized  as 
far  as  the  children  can  appreciate  them. 

Geographic  Aspects  of  History.  In  the  studies  of  the 
roving  Indian,  the  Pueblo  Indian,  the  Eskimo,  and  the  Hebrew 
people  and  their  neighbors,  maps  are  used  constantly  in  de- 
veloping some  knowledge  of  locations  in  their  relationship  to 
the  home  of  the  children.  Conditions  of  climate,  land  surface, 
and  other  appreciable  controls  determining  the  life  activities 
of  the  peoples  are  especially  emphasized.  Imaginary  trips 
are  taken  to  distant  points,  aiding  in  the  development  of  a 
knowledge  of  place  relationships. 

There  are  also  many  facts  learned  incidentally  which  in- 
crease the  knowledge  of  geography.  Wherever  opportunity 
offers,  geographical  elements  are  sufficiently  emphasized  to 
make  their  meanings  understood.  The  literature  read  by  the 
children  is  rich  in  geographical  references. 

Text  and  reference  books  used  by  the  teacher:  Elementary 
Geogra])hy,  Dodge — Rand,  McNally.  Geography,  Book  II, 
Tarr   and    McMurry — Macmillan.     Home   Geography   of   New 


68  Speyer  School  Curriculum 

York  City,  Gustave  Straubenmuller — Ginn.  Bible  Atlas,  J.  L. 
Hurlburt — Rand,  McNally.  The  Peasantry  of  Palestine,  Elihu 
Grant — Pilj:;rini  Press. 

Numerous  other  sources  are  used  incidentally.  Some  of 
the  bulletins  of  the  Department  of  Agriculture,  Washington, 
D.  C,  are  very  helpful  in  dealing  with  the  growth  of  agricul- 
tural products. 

Nature-Study 

Much  of  the  nature-study  work  is  directly  connected  with 
the  study  of  geography,  and  the  industrial  arts.  Some  phases 
of  the  work,  however,  are  in  response  to  the  life  and  physical 
interests  round-about  and  are  taken  up  as  they  suggest  them- 
selves. 

1.  In  connection  with  marketing,  questions  of  gardening 
arise.  Note  is  taken  of  the  kind  of  soils  in  and  about  New 
York.  The  rock  formations  in  Morningside  Park  and  in  the 
Palisades  are  studied,  and  comparisons  made  with  plots  upon 
which  garden  and  farm  crops  are  growing  freely.  The  work 
on  the  roof  garden  contributes  its  share  to  a  study  of  both 
the  economic  and  the  aesthetic  aspects  of  nature-study. 

2.  Trees  are  studied  in  such  a  way  as  to  enable  the 
children  to  recognize  different  species  by  leaves,  and  by  shape. 
Evergreen  trees  receive  especial  emphasis.  The  children  learn 
the  products  and  uses  of  the  pine,  fir,  hemlock,  spruce,  juniper, 
holly,  and  misletoe. 

3.  The  interest  in  birds  continues.  Attention  is  called 
to  nesting  habits,  foods,  migrations,  and  the  uses  of  birds. 

Mathematics 

Review  thoroughly  and  often. 

Reading  and  writing  numbers  to  10,000  or  to  any  limit 
needed  within  the  appreciation  of  the  children. 

Addition  and  subtraction.  Complete  the  45  addition 
combinations,  and  the  reverse  subtraction  combinations. 
Problems  involving  the  adding  of  columns.  Carrying  in  addi- 
tion. In  subtraction,  use  the  Austrian  method,  the  method 
in  common  usage  in  making  change.  For  example,  in  the 
problem,  from  341  take  152,  we  say,  "2  and  9  are  11",  putting 


Grade  III  69 

down  the  9;  "6  and  8  are  14,"  putting  down  the  8;  and,  "2  and 
I  are  3,"  putting  down  the  i,  the  full  result  being  189. 

Multiplication,   division,   and   partition   are   taught  together 
to   12  times  12,  as  4   sixes   are  24;   in   24  there  are  4  sixes; 
and    }i    of    24   is   6.      Problems    in    partition,    as    1/6    of    246, 
are  solved  in  the  form,     41 
6)246 

Problems  in  long  multiplication  with  the  multiplier  of  two  places, 
the  multiplicand  with  two  or  three  places.  Short  division,  with 
no  divisor  large  than  9.  In  learning  the  tables,  the  following 
order  may  be  used :  2,  10,  11,  5,  3,  4,  6,  9,  8,  7. 

Fractions.  All  of  the  simpler  fractions  involved  in 
measurement  or  expressions  of  value  as  needed.  Fractional 
parts  of  the  foot  and  inch.  Adding  and  subtracting  simpler 
fractions  with  a  common  denominator.  Reduction  of  the 
simplest  forms,  as  i/2=:2/4;  i/3=:2/6. 

Decimal  fractions  as  used  in  United  States  money.  Par- 
ticular attention  is  given  to  correctness  of  form. 

Roman  notation  to  C. 

Units  of  measure  of  previous  grades  reviewed;  areas  of 
rectangles  found  by  drawing  and  counting,  using  the  square 
inch,  square  foot,  and  square  yard;  develop  the  method  of 
getting  areas  from  length  and  breadth ;  scale  drawings  as 
used  in  industrial  arts  and  map  making.  In  stating  dimen- 
sions, read  x  "by."    The  ounce  is  introduced. 

Symbols  and  nomenclature.  Add :  -h ;  use  the  terms  sum, 
difference,  product,  multiplier,  divisor,  and  quotient. 

Wherever  possible,  associate  numbers  with  some  evident  life 
significance.  For  example,  5  suggests  a  nickle,  or  the  fingers 
of  the  hand  ;  6  is  the  half  dozen,  one  half  of  a  foot,  or  the 
working  days  of  the  week  ;  7  suggests  the  days  of  the  week ; 
10  is  the  dime;  12  the  dozen,  the  months  of  the  year,  the 
inches  in  a  foot,  the  hours  on  the  clock  face;  15  is  the  quarter 
of  an  hour;  18  is  the  half  yard;  24  the  hours  of  the  day; 
30  minutes  is  half  an  hour;  25  is  the  quarter  of  a  dollar;  and 
50  is  the  half  dollar.  Other  like  connections  will  often  sug- 
gest themselves. 


TO  Speyer  School  Cnrricnlum 

Thorough  practice  in  the  fundamental  operations  within 
the  number  space  i-iooo  with  the  limitations  set  in  the  fore- 
going. 

Practical  problems  involving  the  various  processes  are 
furnished  in  abundance  by  the  needs  arising  in  industrial  arts, 
trips  taken  to  the  bakery,  grocery,  dairy,  garden,  farm,  and 
other  places,  and  in  the  games  and  plays  of  the  class  room 
and  gymnasium.  Illustrative  of  possibilities  these  questions 
are  suggested  in  a  study  of  the  dairies  of  the  neighborhood: 
How  much  milk  do  you  use  daily?  Comparison  of  milk 
bottles,  pint  and  quart.  How  many  bottles  does  the  wire 
carrier  hold?  The  driver's  wooden  box?  How  many  quarts? 
How  many  gallons?  How  much  milk  does  a  driver  usually 
handle  in  this  neighborhood  each  day?  How  much  milk  is 
delivered  daily  for  the  luncheons  of  the  school  children?  How 
many  cups  can  be  filled  from  these  bottles?  How  much  does 
a  milk  can  hold?  How  many  quart  bottles  could  you  fill 
from  a  can  of  milk?  How  many  pint  bottles?  How  many 
large  cans  are  handled  daily  by  our  up-town  branches  of 
Borden's,  Sheffield  Farms,  and  McDermott?  How  many 
wagons  do  they  all  employ?  Number  of  trips  made  in  a  day? 
In  a  week?  Number  of  horses  in  the  stables?  Amount  of 
feed  used?  Studies  of  the  commodities  in  daily  use  in  the 
children's  homes  result  in  excellent  work  in  measures  of 
weight,  capacity,  and  value.  Which  articles  are  sold  by 
weight?  By  volume?  Sizes  of  standard  packages  sold.  Cost 
of  these  and  relative  economy  in  large  and  small.  Market 
bills  checked. 

Much  oral  work.  Written  work  given  is  simple  in  form 
and  correctness  in  form  is  much  emphasized.  Problems  in  this 
grade  involve  but  one  step  in  reasoning. 

Summaries  and  reviews  are  thorough  and  frequent.  Fre- 
quent short  periods  are  more  effective  in  this  work  than  longer 
periods  at  greater  intervals.  While  the  reasoning  and  appli- 
cation phases  of  the  work  are  constantly  kept  developing,  there 
is  also  definite  effort  to  develop  automatism  in  the  use  of 
facts  and  processes. 


Grade  III  7^ 

Music 

First  Phase.  Completion  of  the  process  from  song  to  nota- 
tion and  commencing  phrase  reading,  (i)  Review  of  nota- 
tion learned  in  second  year.  Continuation  of  the  work 
through  appeal  to  the  imagination.  Specific  vowel  practice 
on  sustained  tones.  (2)  Completion  of  stafif  notation.  First 
step :  Learning  to  sing  major  and  minor  seconds  at  will  in 
order  to  be  able  to  measure  staff  distances.  Second  step: 
Discovering  the  need  for  fixed  pitch,  as  well  as  relative  names 
of  tones,  learning  how  the  fixed  pitch  names  came  to  be,  and 
how  to  sing  them,  starting  from  any  one  of  them.  Third  step: 
Learning  how  the  clef  mark  makes  it  possible  to  have  the 
lines  of  the  staflf  represent  fixed  pitches,  and  how  to  sing  them 
from  the  staflF.  Fourth  step :  Discovering  how  the  staflF  with 
the  clef  mark  can  only  represent  the  key  of  C,  and  how  sharps 
and  flats  are  made  to  represent  other  keys.  (3)  Fractional  pulse: 
Observing  the  difiference  between  the  dotted  pulse  and  the  dotted 
half-pulse,  and  memorizing  their  effect  as  well  as  learning  how 
they  are  represented  in  notation.  (4)  Phrase  thinking:  Inventing 
variations  on  a  musical  passage,  and  writing  them  down,  as  well 
as  continuing  song-making.  (5)  Commencing  phrase-reading  in 
the  three  keys,  C-F-G. 

Program  Music,  and  History  of  Music.  This  grade  con- 
tributes its  share  of  song  material  to  the  semi-monthly  musical 
programs  in  assembly.  The  music  and  musical  instruments 
of  the  Hebrews,  Egyptians,  and  Persians  are  learned  about  in 
connection  with  the  history  of  this  year.  Participation  in  the 
programs,  and  listening  to  the  work  of  other  grades  aid  in 
the  cultivation  of  musical  appreciation  and  interest.  Folk 
literature  and  ff)lk  festal  occasions  have  their  relationships 
with  music  adequately  emphasized. 

Songs.  A  list  of  songs  suggestive  of  the  types  used  in  the 
third  and  fourth  grades  follows.  The  books  containing  these 
songs  are  also  listed. 

Songs  of  the  Child  World,  Riloy  and  Gaynor — Church. 

The  Blacksmith:  Spinning  the  Yarn;  Grandma's  Knitfinp 
Song:  Christmas  Cirol;  Our  Flap;  Harvest  r>f  Squirrel  and  Honey 
Bee;  Thanks5?iving  Song;  Sleighing  Song;  The  Tulips. 


72  Sf^cxi'f  School  Curriculum 

Songs  of  Life  and  Nature,  Eleanor  Smith — Silver,  Burdett. 

Maypole  Dance;  Fairy  Folk,  Stanzas   i   and  2. 
SoNo  Echoes  From  Child  Land,  Jenks  and  Rust — Ditson. 

Santa  Clans. 
Songs  for  Little  Children,  Part  H,  Eleanor  Smith — Milton  Bradley. 

Spin.    La.-^sie,   Spin;   Thanksgiving   Song. 
Art  Song  Cycles,  Part  I,  Miessner — Silver,  Burdett. 

Toucliing;   Granddaddy  Longlegs;   In   Germany. 
The  Song  Primer,  Teachers'  Book,  Alys  Bentley — Barnes. 

The  Train:  Sea  Shell;  The  Sea-Saw:  Wing  Foo;  The  Butter- 
fly; A  Pretty  Passenger;  Once  I  Got  into  a  Boat;  The  Leaflets; 
The  Shepherd  Moon. 
Seven  Little  Songs.   Grant-Schaefer — Summy. 

Spinning  Song:  Slumber  Song. 
Ste\-enson  Soxg  Book,  R.  L.  Stevenson — Schirmer. 

The  SwMug;   Singing:  The   Wind;   Windy  Nights. 
Mother  Goose  Set  to  Music,  J.  W.  Elliott — McLaughlin. 

Jack   and   Jill;    Little    Bo-Peep;    Ding,    Dong,    Bell;    Humpty 
Dumpty;  When  the  Snow  Is  on  the  Ground;  I  Love  Little  Pussy; 
Lullaby. 
Education  Music  Course,  Teachers'  Edition — Ginn. 

Where  Do  All  the  Daisies   Go?     The  Flag  We  Love;   Thanks- 
giving    Day;     May-Day     Song;     Fancies;     In     Shadowtown;     A 
Christmas  Song:  The  Passing  Soldiers. 
Nature  Songs  for  Children,  Fanny  Knowlton — Milton  Bradley. 

January;  What  Robin  Told;  Rollicking  Robin;  Little  Hickory 
Nut:  In  the  Tree  Top. 
Rounds,  Carols,  and  Songs,  M.  C  Osgood — Ditson. 

Fiddle-De-Dee:  Tooriletoo;  Perrie,  Merrie,  Dixie;  Golden 
Slumbers;  The  Postilion;  Hunter's  Song;  Holy  Night;  Child 
Jesus;  Spinning  Song;  Sweet  and  Low;  The  Little  Soldier;  A 
Frog  He  Would  a- Wooing  Go;  The  Shepherdess  and  the  Cuckoo; 
Good   King  Wenceslas. 

More  difficult  songs,  appropriate  also  for  grades  above 
the  fourth. 

Songs  of  the  British  Isles,  W.  H.  Hadow — Novello. 

God    Save    the    King;    The    Hunt    Is    Up:    The    Jolly    Miller; 

Golden    Slumbers;   The    Keel    Row;    The    Harp    That    Once;    All 

Through  the   Night;   Drink  to  Me  Only  With  Thine  Eyes;  The 

Spring  Is   Coming;   Heart  of  Oak;  Under  the  Greenwood  Tree; 

Maypole    Dance;    Come    Lassie    and    Lad;    The    Maypole;    Rule, 

Britannia:   Now  Is  the  Month  of  Maying. 
The  Children's  Messiah,  M.  R.  Hofer — Summy. 

Carol,     Brothers,    Carol;    Christmas    Day    in    the    Morning; 

Christmas   Eve;   Three    Kings   of  Orient;   What   Child   Is   This?; 

O,  Holy  Night;  Silent  Night. 


Grade  III  73 

Physical  Education  and  Hygiene 
Children  are  now  beginning-  to  look  for  practical  results 
from  many  activities,  and  they  will  cooperate  to  secure  enough 
skill  to  accomplish  certain  ends.  This  spirit  makes  beginnings 
in  the  acquiring  of  technique  possible,  but  the  introduction  of 
technique  must  come  "in  connection  with  ends  that  arise 
within  the  children's  own  experience,  that  are  present  to  them 
as  desired  ends  and  hence  as  motives  to  action." — Dewey,  "The 
School  and  the  Child." 

Some  of  the  work  of  the  year  centers  about  the  hunting 
and  pastoral  types  of  peoples  studied  in  history.  Other  work 
relates  to  some  of  the  industrial  activities  of  the  present  time, 
especially  those  celebrated  by  festal  occasions. 

1.  Dramatic  games:  Indian  war  dance;  Indian  cere- 
monies; Indian  games. 

2.  Folk  dances:  Danish  Dance  of  Greeting;  Klappdanz; 
Carrousel ;  Irish  Reel ;  etc. 

3.  Games  of  skill:  Indian  club  relay;  hopping  relay; 
Three  Deep ;  Red  Rover  ;  Stride  Ball ;  etc. 

4.  Apparatus  :  Stall  bars  ;  ropes  ;  giant  stride. 

5.  Technique.  Marching:  Keeping  step  and  alignment. 
General  exercises :  Those  growing  out  of  the  game  of  skill, 
the  dance,  and  the  apparatus,  with  a  view  to  the  general 
efficiency  of  the  body  as  a  tool.  Jumping:  Broad,  and  be- 
ginning high  with  emphasis  on  the  landing. 

Hygiene 

Interest  in  hygienic  living  is  developed  through  the 
games,  dances,  and  dramatizations  of  the  activities  of  early 
peoples  and  contemporary  life.  The  necessity  for  strength 
and  endurance  of  the  Indian  in  securing  his  food  and  clothing, 
his  open  air  life,  and  the  similar  needs  in  the  life  of  to-day 
find  expression  in  the  work  in  history  and  industrial  art.  The 
health  elements  in  the  free,  open  life  of  the  early  and  later 
pastoral  peoples  are  strongly  emphasized. 

In  connection  with  the  home  geography,  and  with  ques- 
tions of  local,  current  importance,  frequent  reference  is  made 
to  the  outline  in  the  second  grade  under  Social  and  Indtistrial 
Life  on  the  work  of  the  Department  of  Health  of  New  York 
City,  page  38. 


FOURTH  GRADE 
English 

Greater  i>o\vcr  of  sustained  attention  and  greater  facility 
in  reading  now  make  possible  the  use  of  longer  selections 
for  reading  and  study.  Classic  literature  in  much  variety  is 
used.  A  study  of  the  Greek  and  Roman  periods  in  history 
suggests  much  excellent  material  for  literature. 

Literature.  Stories.  The  stories  for  this  year  are  very 
largely  taken  from  the  books  listed  under  Reading.  However, 
a  number  of  books  not  included  in  that  list  are  read  wholly  or  in 
part  by  the  children  or  are  read  to  them  by  the  teacher.  The  fol- 
lowing are  stories  or  books  of  this  kind : 

The  Christmas  Truants— Stockton  52I 

Water  Babies — Kingsley  69 

Story  of  Aladdin — The   Wonderful    Lamp  26 

Second  Voyage  of  Sinbad  the   Sailor  26 

Uncle  Rerhus  Stories — Harris  70 

Selections  from  The  Jungle  Books — Kipling. 

The  Brave  Three  Hundred  54 

Selections  from  The  Wonder  Book — Hawthorne 

The  Wonderful  Adventures  of  Nils — Lagerlof — Doubleday-Page. 

Wahb — Seton — Century   Co. 

Selections  from  the  Odyssey — Butcher,  Lang — Macmillan  Co. 

Selections  from  plays  of  Euripides,  and  Aeschylus 

Stories  from  Myths  of  the  Greeks  81 

The  First  Christmas — in  the  Blue  Flower,  Van  Dyke — Scribner. 

Cratchit's   Christmas   Dinner — Dickens  82 

Round  the  Year  in  Myth  and  Song,  Holbrook — Amer.  Bk.  Co. 

Hans  Brinker  and  the  Silver  Skates,  Dodge. 

Donkey  John  of  Toy  Valley,  Morley — McClurg. 

Poetry.  While  most  of  the  following  are  read  by  the  children, 
a  number  near  the  end  of  the  list  are  read  to  them  by  the  teacher : 

The  South  Wind  and  the  Sun — Riley's  Poems — Bobbs-Merrill. 

The  Corn  Song — Whittier  16 

O   Little  Town   of   Bethlehem   16 

A  Laughing  Chorus  5 

The  Brook — Tennyson  2,  3,  13,  32 

Robert  of  Lincoln — Bryant  i,  2,  3,  5,  32 

The  Finding  of  the  Lyre — Lowell  2 

A  Musical  Instrument — Browning  2 

Japanese  Lullaby  5 


1  Numbers  refer  to  books  containing  stories  and  poems.     A  full  list  of 
books  with  publishers  forms  an  appendix  to  this  book. 

74 


Grade  IV  75 

Driving  Home  the  Cows — Osgood  2 

A  Visit  from  St.  Nicholas — Moore  2 

Planting  of  the  Apple  Tree — Bryant  3 

Bell  of  Atri — Longfellow  3 

Snow    Bound,    Selections — Whittier. 

The  Sandpiper — Thaxter  2 

Ode  to  a  Grecian  Urn — Keats's  Poems — Scribner. 

The  Daffodils — Wordsworth  16 

Horatius  at  the  Bridge — Macaulay  2 

Battle    of    Salamis,    Selections — Aeschylus — Steps    to    Oratory — 

Amer.  Bk.  Co. 
The   Pied  Piper  of  Hamlin — Browning  16 
Nuremberg — Longfellow — Any    complete    edition. 

Songs.    Songs  in  the  music  work  interpreted  as  literature. 

Memorizing.  Review  of  poems,  songs,  and  quotations  of 
previous  grades,  and  the  addition  of  half  a  dozen  or  more  in 
this  grade.  When  taught  aright,  many  short  poems  appeal 
to  the  children  as  worth  knowing,  and  memorizing  becomes 
almost  a  by-product  of  their  study. 

Reading.  Increasing  attention  is  given  to  exactness  of  in- 
terpretation and  rendering.  History,  industrial  arts,  and 
geography  all  contribute  markedly  to  the  development  of 
vocabulary.  In  addition  to  the  foregoing  stories  and  poems, 
selections  for  reading  are  made  from  the  following  texts : 

Child    Classics,   Alexander — Bobbs-Merrill. 

Story  of  the  Greeks,  Tappan — Houghton  Mifflin. 

Greek   Heroes,   Kingsley — Ginn. 

Tales  from  Herodotus,  Havell — Crowell. 

Story  of  Ulysses,  Cook — i'ub.  School  Pub.  Co. 

Stories  of  Old  Greece,  Ed.   Pub.  Co. 

Story   of   the    Romans,    Gucrbcr — Amcr.    Bk.    Co. 

I'inocchio,   Collodi — Ginn. 

Ad\cntures  of  a  Brownie,  Mullock — Crowell. 

Through   the   Looking   Glass,   Carroll — Macmillan. 

Black  Beauty.  Sewall— A.  L.  Burt  Co. 

Word  Study.     Children  arc  here  given  a  .scries  of  system- 
atic lessons  on  the  use  of  the  dictionary.    Among  the  impor- 
tant  topics,   they   consider:    How    a   dictionary    is   compiled 
how  to  open   a  dictionary;  how  to  turn  the  leaves;  use  ot 


yd  Sf'i'xcr  Sclwol  Curriculum 

key  words ;  how  to  find  words  quickly ;  how  to  select  mean- 
ings of  words :  and  other  uses  of  the  dictionary  as  occasions  arise, 
as  the  meanings  of  prefixes,  suffixes,  and  roots ;  vowel  sounds ;  and 
proper  names.  The  work  in  Greek  and  Roman  history  in  this 
grade  calls  specific  attention  to  many  Greek  and  Latin  word-forms 
and  creates  a  motive  for  and  an  interest  in  much  important  word 
study. 

Spelling  is  continued  as  begun  in  earlier  grades,  receiving 
attention  in  all  subjects,  but  with  some  specific  time  for 
word  lists.  Rules  for  the  plural  of  nouns  ending  in  y,  for 
words  ending  in  silent  e  on  taking  a  suffix  beginning  with  a 
vowel,  with  the  exceptions,  singeing  and  dyeing,  and  words 
ending  in  ce  and  ge  before  a  suffix  beginning  with  a  or  o, 
are  learned  and  applied  by  the  children.  Syllabication  is 
emphasized  and  there  is  continued  attention  to  phonetics. 
In  connection  with  the  dictionary  work  there  is  a  careful 
review  of  diacritical  markings. 

Language.  Arbitrary  forms  already  learned,  contractions, 
abbreviations,  use  of  comma  in  series,  further  uses  of  the 
period,  etc.,  are  dwelt  upon  and  ample  opportunity  is  given  for 
their  use  in  composition  work.  Children  are  taught  to  recognize 
the  noun,  common  and  proper,  the  pronoun,  the  sentence,  and  the 
subject  and  predicate  of  a  sentence.  Attention  is  given  to  para- 
graphing. An  effort  is  made  to  develop  the  correct  usage  of  pro- 
nouns, of  )nay  and  can,  lie  and  lay,  set  and  sit,  zvent,  has  gone,  of 
and  off.  saw,  seen,  zvas,  and  zvere.  "Foundation  Lessons  in  Eng- 
lish," Book  I,  by  Woodley,  Macmillan  Co.,  is  used  as  a  reference 
book  by  the  children. 

Dramatization  as  a  means  of  clarifying  thought  and  culti- 
vating freedom  and  accuracy  of  expression  receives  much 
attention  in  this  grade.  The  work  in  literature  and  history 
furnishes  excellent  motives  and  opportunities  for  this  type  of 
activity. 

Original  composition  work  in  prose  and  poetry  and  verses 
for  melody  construction  in  the  making  of  songs  are  encour- 
aged. In  all  work,  oral  and  written,  an  effort  is  made  to 
have  the  children  express  themselves  with  clearness  and  cor- 


Grade  IV  77 

rectness.     Stress  is  placed  upon  the  ability  to  stand  and  dis- 
cuss topics  in  continued  and  well  organized  discourse. 

Writing 

Writing  is  continued  as  in  the  third  grade.  The  free 
arm  movement  is  used.  Attention  is  directed  chiefly  to 
legibility  and  a  fair  degree  of  rapidity.  Measurements  are 
made  three  or  four  times  during  the  year  with  Thorndike's 
Handwriting  Scale  to  maintain  standards  and  test  progress. 

History,  Civics,  and  Social  Life 

The  work  of  the  third  grade  brought  the  study  of  the 
Persians  up  to  the  Greeks.  The  work  of  this  year  is  devoted  to 
the  Greeks  and  Romans  as  types  of  civilized  society.  While  the 
myths  and  legends,  and  the  narratives  of  authentic  history  here 
become  a  very  important  part  of  the  work,  the  industrial,  voca- 
tional, and  social  life  of  these  peoples  is  vitally  emphasized.  Pro- 
gress in  arts,  letters  and  political  life  is  here  important.  Greater 
social  complexity,  personal  responsibility,  and  social  interdepend- 
ence are  found  here  and  are  duly  emphasized.  Through  the  rise, 
decline,  and  fall  of  these  states  in  relationship  to  the  causes  in 
private  and  public  life  which  produced  them,  the  child  becomes 
conscious  of  the  fundamental  importance  of  conduct  in  the  welfare 
of  any  people. 

The  contributions  of  the  two  peoples  to  our  own  civil- 
ization must  be  borne  in  mind  constantly  by  the  teacher. 
Comparisons  with  peoples  and  types  of  life  earlier  studied, 
and  with  present  day  conditions  are  constant.  The  essential 
difference  in  the  genius  of  the  two  peoples,  the  Greek  in  the 
field  of  art,  letters  and  philosophy,  the  Roman  in  the  field  of 
law,  government,  and  practical  affairs,  should  be  appreciated. 
It  is  expected  that  the  pupil  will  learn  to  feel  this  difference 
rather  than  to  formulate  it  in  words.  Much  work  in  drama- 
tization, hand  work,  and  art  study  grows  out  of  the  material. 
The  construction  of  houses,  equipment,  and  costumes  of  these 
peoples  receive  attention,  as  docs  the  art  side  of  Greek  life. 
Physical  education  also  receives  a  stimulus  from  the  Greek  work 
and  an  "Olympiad"  may  easily  be  an  outgrowth  of  the  study  if  it 
is  desired. 


78  Speyer  School  Curriculum 

Greece 

I.  Mythology:  Zeus;  Poseidon;  Pluto;  Hera;  Apollo,  Arte- 
mis; Hephaestus;  Aphrodite;  Hermes;  Ares;  Bacchus; 
Athena. 

n.  Legendary  History:  Mother  Demeter;  Heracles;  The- 
seus; Perseus;  Jason  and  the  Golden  Fleece;  The  Trojan 
War. 

HI.     The  Law  Givers. 

1.  Lycurgus  and  his  Laws.  Rules  for  the  education 
of  the  youth.  The  common  table.  Ideas  of  trade  and 
money.  The  Spartan  ideas  of  honor.  The  Spartan  as 
a  man. 

2.  Draco:  Conditions  at  Athens.  Need  of  written  laws. 
Reform  of  Draco. 

3.  Solon. 

IV.     The  Persian  Wars. 

1.  Croesus  and  the  Greek  cities  in  Asia  Minor. 

2.  Conquest  of  Lydia  by  Cyrus. 

3.  The  policy  of  Cyrus  and  Darius. 

4.  The  burning  of  Sardis. 

5.  The  first  Persian  invasion :  The  envoys  who  asked 
for  earth  and  water.  Miltiades  and  the  battle  of  Mara- 
thon.    Ostracism  at  Athens. 

6.  The  second  Persian  invasion :  Xerxes  and  his  prepar- 
ations. The  army  and  the  way  it  came.  Preparations 
of  the  Greeks.  Leonidas  and  the  battle  of  Thermopylae. 
Themistocles  and  the  battle  of  Salamis.  Defeat  of  Cleon. 
Battles  of  Platea  and  Mycale. 

V.     Athens  at  the  Time  of  Pericles. 

1.  Life  of  the  people  :  Their  houses,  dress,  schools,  slaves, 
temples,  art,  festivals,  and  theaters. 

2.  The  colonial  empire  of  Athens. 

3.  The  use  Pericles  made  of  money  raised  from  the 
colonies :  The  fine  public  buildings  of  the  Acropolis ; 
the  statuary;  carvings  and  paintings.  Encouragement 
given  to  oratory,  history  and  the  drama :  Herodotus ; 
the   theaters;    Eschylus,    Sophocles    and    Euripides.      To 


Grade  IV  79 

make  these  dramatists  more  than  mere  names,  the 
teacher  may  select  some  one  play,  as  Antigone,  tell 
the  story,  read  some  short  selection,  and  allow  the 
children  to  act  it  if  they  wish. 

4.  Socrates :  His  life  and  the  way  he  taught. 

5.  Richness  and  strength  of  Athens. 

VI.  The  Peloponnesian  War:  i.  Allies  of  Sparta.  2.  Out- 
break of  the  war.  3.  The  pestilence  at  Athens  and  the 
death  of  Pericles.  4.  The  first  Spartan  captives.  5. 
Part  Alcibiades  played  in  the  war.  6.  The  Athenian 
assembly  and  the  law  courts.  7.  Aristophanes  and  his 
satires:  "The  Wasps"  and  "The  Birds"  may  both  be  used. 
The  teacher  may  tell  the  story,  read  parts,  and  allow  the 
children  to  act  it.  They  will  see  the  point  in  each  play. 
8.     Thucydides  as  the  historian  of  the  war. 

VII.     The    Rise    of    Macedonia:    i.  Philip    and    Demosthenes. 

2.  Alexander  the  Great:  His  conquest;  character;  relation 
to  Aristotle. 

Rome 

I.     Legendary    History:    i.      Romulus    and    Remus    and    the 
founding  of  Rome.     2.     How  the  Romans  secured  wives. 

3.  Lars  Porsena.     4.     Horatius.     5.     The  Tarquins  and 
their  expulsion. 

II.     The  Republic. 

I.  Coriolanus  and  the  Volscians.  2.  The  Gauls  and 
the  ransom  of  Rome.  3.  Cincinnatus :  How  he  saved 
Rome.  The  office  of  dictator.  4.  The  plebeans  and  their 
demand  of  citizenship.  In  this  connection  tell  the  main 
facts  of  Rome's  early  government.  5.  War  with 
Pyrrhus:  What  the  Romans  learned  from  fighting  with 
the  Greeks.  Effects  of  the  elephants  upon  the  Roman 
soldiers.  Appius  Claudius  and  the  refusal  of  peace.  Final 
success  of  the  Romans.  6.  Rome's  method  of  holding 
the  conquered  country:  The  military  roads.  Use  of  these 
roads  for  trading  purposes.    The  question  of  citizenship. 


8o  Spcyer  School  Curriadum 

III.     How   Rome  conquered  the   world   and  the   results  which 
followed. 

1.  The  war  with  Carthage:  How  the  war  started.  Duil- 
lius  and  the  first  fleet.  The  story  of  Regulus.  Govern- 
ment of  the  first  province.  Hannibal.  Scipio.  New 
colonies  as  a  result  of  the  war. 

2.  Life  of  the  Romans  at  the  close  of  the  war  with  Car- 
thage :  dress  ;  houses ;  occupations ;  military  service. 

3.  Conquest  of  Greece:  Roman  legions  defeat  the 
phalanx.  Growth  of  Grecian  customs.  The  Romans 
learn  Greek  art,  literature,  religion  and  philosophy.  In- 
crease in  the  number  of  slaves. 

From  among  the  following  books,  material  may  be  select- 
ed well  adapted  to  the  work  above  outlined.  Those  under 
division  A  in  each  case  are  in  such  form  as  to  be  read  to  or 
by  the  children  of  this  grade.  Those  under  B  are  helpful  to 
the  teacher  but  often  beyond  the  pupil. 

References  on  Greece. 

A.  Ten  Boys  on  the  Way  from  Long  Ago  to  Now,  Andrews — Ginn. 
Heroes  of  Olden  Times,   Baldwin — Scribner. 

Tales  from  Greek  Story  and  Song,  H.  J.  Church — Macmillan. 

Story  of  the  Persian  War,  H.  J.  Church — Bay  View  Pub.  Co. 

Stories  from   Greek   Comedy,   H.  J.   Church — Macmillan. 

Stories  from  Greek  Tragedy,   H.  J.   Church — Dodd,  Mead. 

Myths  of  Greece  and  Rome,  Guerber — Amer.  Bk.  Co. 

Greek  Myths  and  Their  Art,  Mann — Prang  Ed.  Co. 

The  Story  of  the  Greeks,  Guerbner — Amer.  Bk.  Co. 

Homeric    Stories,    Hall — Amer.    Bk.    Co. 

Four  Old  Greeks,   Hall — Rand,   McNally. 

Greek  Gods,  Heroes  and  Men,  Harding — Scott,  Foresman. 

Tanglewood   Tales,    Hawthorne — Houghton. 

Wonder   Book,    Hawthorne — Houghton. 

Greek    Heroes,    Kingsley — Macmillan. 

Gods  and    Heroes,   Francillon — Ginn. 

History  for  Graded  and  District  Schools,  Kemp — Ginn. 

B.  History  of  the  Ancient  World,  Botsford — Macmillan. 
Home  Life  of  the  Ancient  Greek,  Bliimner — Cassell. 
Classic   Myths,   Gayley — Ginn. 

History  of   Greece,    Bury — Macmillan. 

Life  of  the  Ancient  Greeks,  Gulick — Appleton. 

Old  Greek  Life,  Mahaflfy — Amer.  Bk.   Co. 


Grade  IV  8i 

Ancient  Historjs  Myers — Ginn. 
Plutarch's    Lives — Burt. 

References  on  Rome. 

A.  All  of  those  in  the  above  list  referring  in  part  to  Rome. 
Stories  from   Livy,   H.  J.   Church — Dodd,  Mead. 

The  Story  of  the  Romans,  Guerber — Amer.  Bk.  Co. 

The  City  of  the  Seven  Hills,  Harding — Scott,  Foresman. 

Stories  of  Old  Rome,  Pratt — Educational  Pub.  Co. 

B.  Life  of  the  Greeks  and  Romans,  Guhl  and   Koener — Appleton. 
Early  Rome,  Ihne — Scribner. 

Private  Life  of  the  Romans,  Johnson — Scott,  Foresman. 

History  of  Rome,  Mommsen — Scribner. 

Source  Book  of  Roman  History,  Abridged,  Munro — Heath. 

Ancient  History,  Myers — Ginn. 

Livy,    Literally  Translated. 

Industrial  and  Fine  Arts 

The  numbers  used  under  Projects  refer  to  the  topics  with 
respective  numbers  under  Subject  Matter. 

The  work  outHned  suggests  the  close  correlation  in  many 
points  between  the  history,  geography,  or  nature-study  and  the 
industrial  and  fine  arts.  This  fact  must  be  kept  in  mind  to  pre- 
serve the  unity  of  the  work.  The  fine  arts  outline  gives  particular 
attention  to  the  design  of  projects. 

Under  some  units,  selection  may  be  made  from  among  the 
topics  listed.  A  single  project  of  a  number  given  as  possible  may 
be  adequate  to  illustrate  the  particular  principle  or  process. 

See  list  of  reference  books  in  Appendix. 

I.     Foods. 

Subject  Matter: 

1.  Eggs — food  value  as  compared  with  milk,  meat,  vege- 
tables, etc. ;  methods  of  preparing  eggs ;  cold  storage,  candling, 
etc. ;  use  in  preparing  other  foods,  as  thickening  milk,  lightening 
batters,  etc. 

2.  Starch — food  value,  test  for  starch,  imtliod  of  cooking 
starch,  uses  of  rice  as  a  food,  preparation  of  vegetables,  serving 
with  white  sauce.  Macaroni — food  value,  innnufacturc,  prepar- 
ation for  use. 

3.  Fish — food  value;  methods  of  preserving  fish,  canning, 


82  Spcycr  Sclwol  Curriculum 

drying,  etc.;  preparation  of  fish  for  food;  oysters,  cod,  salmon, 
mackerel,  etc. 

4.  Cocoa  and  chocolate — source,  manufacture,  food  value, 
preparation  for  use. 

5.  Serving  a  luncheon — to  give  first  idea  of  balancing  a 
meal  by  proper  selection  for  food  values. 

Projects: 

1.  Boiled  eggs  deviled. 

2.  Rice  cooked  with  cheese,  vegetables  served  with  white 
sauce,  baked  potato,  macaroni  and  cheese. 

3.  Oyster  soup,  chowder. 

4.  Cocoa. 

5.  A  luncheon. 

II.  Shelter. 

Subject  Matter: 

1.  Greek  houses  as  adapted  to  ideas  of  home  life;  evolution 
of  Roman  house,  marking  growth  of  the  family  as  a  community 
unit — in  relation  to  work  in  history. 

2.  Lumbering — in  relation  to  geography,  methods  of  lum- 
bering, logging,  and  milling ;  life  in  a  lumber  camp. 

3.  Box  construction — butt  joint. 
Projects : 

I.     Model  of  a  Greek  or  Roman  house. 

3.     Window  box  with  butt  joint  or  other  box  project. 

III.  Clothing. 

Subject  Matter: 

1.  Silk — processes  from  the  silk  worm  egg  to  the  woven 
fabric;  silk  mills;  adulterations  of  silk;  tests  to  detect  adultera- 
tions; uses  of  silk. 

2.  Knitted  and  woven  goods  compared,  machinery  processes. 

3.  Clothing — essential  garments,  form,  construction. 

4.  Felting — peculiar  to  wool  and  fur,  making  felt  hats. 

5.  Sewing — Greek  costumes  in  connection  with  dramatiza- 
tion of  Greek  stories,  stitches — basting,  running,  hemming ;  school 
pennant,  uses  of  felt,  stitches — basting,  hemming,  stitching. 

6.  Leather — uses,  especially  in  shoes,  kinds,  methods  of 
preparation,  relative  value. 


Grade  IV  83 

Projects : 

1.  Silk  processes  from  &gg  to  woven  fabric;  testing  silk; 
charts  showing  silk  industry. 

2.  Knitted  wash  cloth. 

3.  Clothes  for  a  doll,  with  free  drafting  approximating 
measurements. 

4.  School  pennant. 

5.  Greek  costumes. 

6.  Charts  of  leather  industry. 

IV.     Records. 
Subject  Matter: 

1.  Historical — Cadmus  and  the  Phoenician  alphabet; 
Roman  use  of  wax  tablets  for  bulletins  and  messages ;  Greece  as 
center  of  learning  and  home  of  scribes. 

2.  Binding  of  material  as  an  aid  to  filing. 
Projects: 

I.  Pamphlet  binding,  one  section  book  with  cloth  case  cover, 
single  end  sheets,  and  cloth  strip  or  Gaylord  tape  for  fastening. 

V.     Utensils. 
Subject  Matter: 

1.  Pottery — Greek  and  Roman  pottery  as  indicative  of  the 
life ;  typical  forms,  uses,  designs ;  molds  as  used  to  repeat  a  vase 
form,  method  of  making  a  one-piece  mold  ;  use  of  plaster  of  Paris  ; 
the  potter's  wheel. 

2.  Basketry — reed  woven  baskets,  uses  and  advantages,  pro- 
cess of  making.    Related  reed  or  willow  industries. 

3.  Box  construction  in  wood — the  window  box.  See  Shelter. 

Projects : 

1 .  Vase,  Greek  incised  design ;  one-piece  mold ;  poured 
pottery ;  potter's  wheel.    See  Tools  and  Machines. 

2.  Woven  reed  basket. 

3.  Window  box,  or  some  other  box  form. 

VI.     Tools,  Machines,  and  Weapons. 
Subject  Matter: 

I.  Methods  of  procuring  water  from  wells — well  sweep, 
illustrating  the  lever;  the  windlass,  and  the  pulley,  illustrating  the 


84  Speyer  School  Curriculum 

wheel  and  axle  and  the  crank ;  the  pump  with  a  chain  of  small 
buckets,  illustrating  the  endless  chain ;  wind  mills,  utilizing  wind 
power ;  the  siphon  for  drawing  water  from  tanks  and  casks. 

2.  Capstan  of  a  boat  or  ship,  illustrating  the  wheel  and  axle. 

3.  The  galley  ship,  the  oars  illustrating  levers. 

4.  The  Roman  aqueducts,  and  the  Croton  aqueduct,  illus- 
trating gravity,  and  the  tendency  of  water  to  seek  its  level. 

5.  The  Roman  arch,  the  key  stone — a  method  of  securing 
strength  in  buildings,  bridges,  and  tunnels. 

6.  The  Roman  chariot — the  wheel  as  an  aid  to  transporta- 
tion ;  carts  and  wagons. 

7.  The  potter's  wheel — centrifugal  force ;  overcoming  of 
friction  by  ball  bearings  as  in  the  potter's  wheel  and  roller  skates. 

Projects: 

I .     Windmills. 

Fine  Arts 

Design. 

Line:  proportion;  shape;  groupings;  rhythm.  Choice  of 
rectangles  for  Greek  history  book,  clay  bowls,  made  in  connec- 
tion with  Greek  history,  shapes  of  letters,  spacing  of  title  on 
book,  and  proportions  of  curves  for  bowls.  Simple  flower  com- 
positions with  brush.  Illustrations  of  spring  games  and  activi- 
ties developed  from  pose  drawing.  Stencilled  designs  in 
straight  line  for  school  curtains.  Simple  block  designs  cut  in 
linoleum. 

Tone:  all  designs  put  into  at  least  two  values. 

Color:  hues  ;  values ;  intensities.  Simple  color  theory  using 
scales  to  explain  the  three  differences.  Applied  to  designs  and 
representative  drawing. 

Representative  Drawing.  Taken  up  in  much  the  same 
way  as  in  previous  grades,  using  more  difficult  studies. 
Pose  drawing  is  taken  up  in  this  grade,  trying  for  good  proportion 
as  well  as  action.  The  line  drawings  are  filled  in  with  color. 
Japanese  drawings  in  brush  line  are  used  as  models. 

For  appreciation  of  beauty  of  line  in  proportion  and  rhythm, 
the  children  are  taken  to  the  Metropolitan  Museum  to  study  Greek 
pottery,  sculpture,  and  architecture. 


Grade  IV  85 

Picture  Study. 

Alma  Tadema — Reading  The  Centaur 

from  Homer  Millet — The  Gleaners 

Michaelangelo — Three  Fates  Burne- Jones — Aurora 

Raphael— School  of  Athens  Watts — Charity 

Carpaccio — Apollo  and  Corot — Dance  of  the 

Daphne  Nymphs 

Mvron — Discobulus  Millet — The  Rainbow 

Paolo  Veronese — Arachne  Ruysdael — The  Windmill 

Geography  and  Nature-Study 

The  aim  for  this  year  is  to  extend  the  study  of  the  activities 
of  peoples  in  other  lands — to  learn  of  their  countries  and  home 
life,  and  to  see  how  our  products  and  work  are  of  value  to  them 
and  how  their  efforts  and  products  contribute  to  our  well  being. 

The  many  necessities  and  luxuries  of  our  home  life  offer  a 
natural  approach  to  the  study  of  many  topics  which  are  widely 
enough  distributed  to  lead  inductively  to  a  view  of  the  "World  as 
a  Whole."  This  procedure  lays  more  emphasis  upon  the  com- 
mercial and  industrial  phases  of  geography  and  places  less  stress 
upon  physiography  than  do  most  of  the  text-books.  However,  the 
child  comes  gradually  to  see  that  certain  climate,  topography,  and 
soils  of  countries  condition  the  life  and  determine  the  activities  of 
their  inhabitants.  The  full  significance  of  "life  controls"  and  "life 
responses"  may  not  be  comprehended  at  this  time,  but  the  idea 
grows  and  in  time  becomes  the  central  idea  for  much  of  the  geog- 
raphy work.  Special  effort  is  not  made  to  generalize,  but  an 
attempt  is  made  to  secure  a  knowledge  of  appreciable  details 
which  later  find  their  places  in  established  categories,  at  which 
time  the  principles  of  geography  become  clearly  appreciated. 

Globes,  maps,  and  pictures,  as  well  as  the  sand  table,  are  used 
freely  so  that  by  the  close  of  the  year  the  salient  elements  of  loca- 
tion, extent,  and  the  more  important  land  features  are  learned, 
largely  incidentally.  Local  excursions  furnish  many  details  used 
for  comparison.  The  work  of  the  year  in  history  offers  much 
opportunity  for  a  study  of  the  Mediterranean  region.  Maps  arc 
constantly  used  in  history. 

The  work  in  industrial  arts  provides  natural  motivation  for  a 
number  of  studies  on  the  sources  and  methods  of  production  of 


86  Spcycr  School  Curriculum 

raw  materials  together  with  their  transportation.    Correlation  be- 
tween industrial  arts  and  geography  is  often  very  close. 

Below  is  given  a  list  of  suggested  topics.  As  far  as  possible, 
their  treatment  is  such  as  to  require  thought  and  inference.  In 
many  instances  the  topic  is  approached  by  tracing  to  the 
region  of  production  some  article  of  common  use ;  then  the  life  of 
the  people,  the  character  of  the  country,  climate,  etc.,  are  studied 
in  connection  with  a  very  general  view  of  the  industrial  conditions 
which  lead  to  the  typical  product  with  which  the  work  started. 

America. 

1.  Cod  fishing,  the  Grand  Banks. 

2.  Oysters,  Chesapeake  Bay. 

3.  Rice,  sugar,  southern  United  States. 

4.  Salmon  fishing  and  the  Columbia  River  region. 

5.  Ostrich  farm,  California. 

6.  Lumbering,  chief  lumber  regions  of  United  States. 

7.  Coffee,  Mexico. 

8.  Rubber,  and  cofifee,  Brazil. 

9.  Sheep,  cattle,  and  wheat,  Argentina. 
Europe. 

10.  A  trip  to  Europe. 

11.  Cutlery,  England. 

12.  Fish,  Norway  and  Holland. 

13.  Wheat,  Russia. 

14.  Flower  bulbs  and  cheese,  Holland. 

15.  Toys,  Germany. 

16.  Silk,  France. 

17.  Timepieces  and  milk  chocolate,  Switzerland. 

18.  Macaroni,  Italy. 
Africa. 

19.  Ivory  hunting.  Central  Africa. 

20.  Diamonds,  Kimberly. 
Asia. 

21.  Review  of  third  grade  studies. 

22.  The  Jungle  Book,  India. 

23.  Pearls,  Ceylon. 

24.  Tea  and  firecrackers,  China  and  Japan. 

25.  Manila  hemp.  The  Philippines. 


Grade  IV  87 

Australia. 

26.     The  kangaroo,  Australia. 
Trans-Atlantic  Commerce. 
Trans-Pacific  Commerce. 

The  year  closes  with  a  summary  of  the  "Earth  as  a  Whole," 
and  with  elementary  facts  of  its  form,  size,  motions,  and  relations 
to  the  sun.  Throughout  the  year,  some  attention  is  given  to 
weather  studies. 

For  the  work  in  geography  in  this  grade,  the  following  books 
are  especially  valuable : 

Little    Folks   in   Many    Lands,    Chance — Ginn. 

The  Wide  World,  Youth's  Companion  Series — Ginn. 

Geographical    Readers,    King — Lee,    Shepard. 

Geographical    Readers,    Carpenter — Amer.    Bk.   Co. 

Strange  Lands  Near  Home,  Youth's  Companion  Series — Ginn. 

When  I  Was  a  Boy  in  China,  Yan  Phon  Lee — Lothrop  Pub.  Co. 

Chinese   Life   in  Town  and    Country,   Bord — Putnam. 

Japanese   Life   in   Town   and   Country,    Knox — Putnam. 

Hans   the    Eskimo,    Scandlin — Silver,    Burdett. 

The   Philippines,   MacClintock — Amer.    Bk.    Co. 

Stories  of  Australia,   Pratt — Educational   Pub.   Co. 

Big  People  and  Little  People  of  Other  Lands,  Shaw — Amer.  Bk. 
Co. 

Under  Sunny  Skies,  Youth's  Companion  Series — Ginn. 

The    Little   Journey   Series,    George — Flanagan. 

Boy  Travelers  in  Australia,  Knox — Harper. 

My  Kalulu — Central  Africa,  Stanley — Scribner. 

The  Story  of  South  Africa,  G.  M.  Theal — Putnam. 

The  Romance  of  a  Mummy,  T.  Gautier — Lippincott. 

The   Story   of  Japan,    R.   van    Bergen — Amer.    Bk.    Co. 

Child   Life  in   Chinese   Homes,   Mrs.    Bryson — Amer.   Bk.   Co. 

The   Stories  of  Other   Lands,  Johonnot — Amer.   Bk,  Co. 

The   Story  of   Mexico,   S.   Hale — Putnam. 

Around  and  about  South  America,  F.  Vincent — Appleton. 

Preservation  of  Fishery  Products  for  Food,  C.  H.  Stevenson — 
Rept.  U.  S.  Commission  of  Fish  and  Fisheries,  1899.  Wash- 
ington, D.  C. 

Man   and   His  Work,   Herbcrtson — A.  and   C.   Black,   London. 

Nature-Study 
Window  boxes  and  the  roof  garden  furnish  problems  in  the 
growth  and  care  of  plants.     Work  relative  to  the  growth  and 
habits  of  plants  and  animals  used  for  food  or  to  provide  clothing 


88  Spcycr  School  Curriculum 

is  closely  correlated  with  the  geographical  and  industrial  arts 
phases  of  this  year's  study.  Silk  worms  are  grown  from  the  eggs 
and  are  kept  until  the  cocoons  are  spun.  In  connection  with  fine 
arts  studies,  the  aesthetic  phases  of  nature  are  continuously  em- 
phasized. With  the  introduction  of  the  Greek  and  Roman  my- 
tholog}'  an  interest  in  the  heavenly  bodies  is  developed,  and  the 
children  learn  to  name  and  recognize  the  more  commonly  known 
constellations.  Weather  studies  as  elements  of  geographic  control 
are  continued. 

Mathematics 

Thorough  and  constant  reviews  of  previous  work. 

Reading  and  writing  with  facility  of  numbers  as  large  as 
are  needed. 

Multiplication  tables  reviewed  and  made  automatic.  Long 
multiplication  with  multiplier  of  three  places. 

Long  division  with  two-place  divisors.  Thorough  prac- 
tice in  long  multiplication  and  division,  with  constant  reviews 
and  applications  to  secure  complete  mastery  of  the  processes 
and  the  number  facts  involved  in  the  fundamental  operations 
with  a  reasonable  degree  of  accuracy.  Pupils  are  taught  the 
forms  of  proof  for  all  operations. 

Simple  fractions  and  mixed  numbers  as  needed  in  con- 
crete problems  which  arise.  Addition  and  subtraction  of  frac- 
tions as  used  in  simpler  business  transactions.  Similarly, 
simple  cases  of  multiplying  and  dividing  fractions  by  integers 
are  introduced.  If  need  arises,  there  will  be  sufficient  work  in 
factoring  to  allow  reductions  of  relatively  simple  fractions  to 
lowest  terms.    Tests  of  divisibility  by  2,  3,  4,  and  5  are  taught. 

Principles  of  decimals  as  involved  in  the  use  of  United 
States  money. 

Roman  notation  is  completed,  a  motive  arising  in  the 
dates  found  on  public  buildings  and  monuments,  and  on  the 
title  or  cover  pages  of  books  and  periodicals. 

In  the  further  application  of  measurements,  tables  of  de- 
nominate nurobers  with  which  usage  has  made  the  children 
familiar  are  systematized  and  learned.  The  rod,  mile,  acre, 
and  ton  are  introduced. 


Grade  IV  89 

Simple  geometric  forms  and  names  of  common  plane 
figures  and  solids  as  called  for  in  other  work.  Correct  terms, 
as  vertical,  horizontal,  oblique,  right  angle,  triangle,  circle, 
circumference,  and  diameter  introduced  as  occasion  demands. 
Simple  problems  in  finding  the  solid  contents  of  rectangular 
solids  if  need  arises  for  this  experience. 

Practical  or  applied  problems  are  so  numerous  in  the 
other  subjects  that  care  is  needed  in  selection  to  observe  the 
proper  sequence  for  the  number  processes.  Questions  of  the 
economics  of  food,  shelter,  and  clothing  arising  in  the  work 
in  industrial  arts,  geography,  and  nature-study  afford  an  abun- 
dance of  problems  involving  both  motives  for  and  applications 
of  the  number  processes  and  relationships  within  the  reason- 
able capacity  of  children  of  this  grade.  Initiative  in  bringing 
related  problems  from  home  and  neighborhood  activities  is 
encouraged. 

I\Iany  problems  are  interpreted  and  merely  approximate 
answers  given.  Children  are  taught  to  see  the  reasonableness 
of  values  or  relationships  derived. 

ATuch  oral  work  is  required.  In  written  work,  emphasis 
is  placed  upon  simple  and  correct  form.  Clear,  simple,  direct 
English  is  sought  in  all  work.  Complicated  analyses  or  ex- 
planations are  avoided.  Problems  involving  actual  present 
day  values  and  conditions  are  used.  Care  is  taken  to  avoid 
wrong  habits  and  to  prevent  arrest  of  development. 

Reviews  are  thorough  and  frequent.  Automatism  in  the 
use  of  facts  and  processes  is  emphasized,  as  well  as  the  phases 
of  the  work  pertaining  to  reasoning  and  application. 

Music 

Second  Phase.  Beginning  of  work  from  notation  to  song, 
and  development  of  phrase  reading. 

1.  Continued  practice  of  good  voice  and  vowel  color 
through  efforts  to  express  adequately  the  character  of  the  song. 

2.  Thinking  music  in  phrases ;  singing  atid  writing  varia- 
tions on  a  phrase. 

3.  Speed  work;  practice  in  rapid  co-ordination  by  point- 
ing on  staff  without  writing,  and  by  use  of  printed  cards. 
Application  of  phrase  practice  songs. 


90  Speyer  School  Curriculum 

4.  Learning  new  keys ;  applying  the  observation  with 
reference  to  the  sharp  four  and  flat  seven  as  a  principle  for 
introducing  new  keys  and  for  forming  key  groups.  Rhythmic 
practice. 

5.  Speed  work  in  placing  ist,  3rd,  upper  and  lower  5th, 
and  upper  octave  in  different  keys. 

6.  Introduction  of  musical  reader. 

Program  Music,  and  History  of  Music.  In  part,  through 
the  semi-monthly  musical  programs  and  concerts  in  assembly. 
The  correlated  interests  in  history  and  literature  bring  con- 
siderations of  the  music  and  musical  instruments  of  the  Greek 
and  Roman  periods;  the  wandering  poets  and  musicians;  and 
the  place  of  music  in  the  plays,  festivals,  and  lives  of  the 
Greeks.  The  place  of  music  in  the  rhythms  and  dances  in 
physical  education  receives  attention. 

Songs.  See  the  list  of  songs  under  Music  for  the  third  grade 
which  contains  song  material  appropriate  to  both  third  and 
fourth  grades,  page  71. 

Physical  Education  and  Hygiene 

Children  are  now  well  advanced  in  the  period  of  tech- 
nique. They  demand  tests  of  power,  and  take  pride  in  dif- 
ficulties overcome. 

The  work  of  the  year  centers  about  the  activities  of  the 
Greeks  and  Romans,  the  life  of  present  day  peoples  studied 
in  geography,  and  current  sports  and  games.  The  Greek  life 
especially  forms  a  great  stimulus,  and  an  "Olympiad"  is  easily 
an  outgrow^th  of  the  study  of  history. 

I.     Dramatic   games   and   pantomime:   The   story   of   Prome- 
theus; Arachne ;  Persephone;  etc. 

II.     Dances. 

1.  Symbolic:  Grecian  Garland;  Ball  and  Cymbal. 

2.  Folk  dances :  Rovenacka ;  Tautoli ;  Wooden  Shoes,  etc. 

3.  Dancing  steps :  Two-step  ;  polka  ;  schottische  ;  waltz. 
III.     Games  of  skill :   Chariot  race ;  square  relay ;   Stride  Ball ; 

Pass  Ball;  etc. 


Grade  IV  91 

IV.     Apparatus:    Stall    bars;    ropes;    window,    and    horizontal 
ladders. 

V.     Technique : 

1.  Marching — advance  in  execution  and  formation. 

2.  General  exercises:  Here,  as  in  other  grades,  the  work 
is  built  upon  the  games,  the  dances,  or  the  apparatus 
to  be  used,  but  the  emphasis  is  put  upon  execution. 

3.  Running;  hurdling;  discus  throwing. 

The  need  for  poise,  control,  and  endurance  required  for 
success  in  the  activities  grouped  about  Greek  life — running, 
discus  throwing,  archery,  etc. — emphasizes  attention  to  free- 
dom in  dress,  plenty  of  food  and  sleep,  and  excellent  care  of 
the  body  in  all  particulars.  The  question  of  sportsman-like 
conduct — fairness  in  competition,  honesty  above  all  other  con- 
siderations— naturally  receives  emphasis  here. 

Studies  in  industrial  arts  involve  many  points  of  impor- 
tance in  social  and  personal  hygiene  which  are  considered  in 
direct  relationship  to  the  topics  with  which  they  belong. 
Reference  is  frequently  made  to  the  outline  in  the  second 
grade  under  Social  and  Industrial  Life  on  the  work  of  the 
Department  of  Health  of  New  York  City,  page  38. 


FIFTH  GRADE 

English 

Literature  and  Reading.  The  reading  of  this  and  succeed- 
ing grades  is  of  three  kinds : 

1.  The  usual  formal,  definite  study  of  some  selections  with 
strict  attentitui  to  enunciation,  pronunciation,  emphasis,  phrasing, 
and  other  technical  elements,  with  opportunity  for  adequate  prac- 
tice or  drill  work. 

2.  Sight  reading  from  easy  new  material. 

The  teacher's  judgment  determines  how  selections  are  made 
between  these  two  forms  of  work.  A  suggested  list  follows  of 
selections  of  the  types  used : 

Fourth  Year  Language  Reader,  Baker,  Carpenter — Macmillan. 

Ten  Boys  Who  Lived  on  the  Road  from  Long  Ago  to  Now, 
Andrews — Ginn. 

Arabian  Nights,  Selections. 

Some  Merry  Adventures  of  Robin  Hood. 

Story  of  Siegfried. 

Story    of    Roland — Baker,    Carpenter — 5th    Yr.    Lang.    Reader. 

Lobo,    Rag,   and   Vixen,    Seton   Thompson. 

Paul   Revere's   Ride,   Longfellow. 

The   Skeleton   in   Armor,    Longfellow. 

The  Pied  Piper  of  Hamlin,  Browning. 

Horatius  at  the   Bridge,   Macaulay. 

Psalms,   I,  100,  121. 

The  Sandpiper — Thaxter. 

Battle  Hymn  of  the  Republic. 

Little   Brown   Hands,   Krout. 

The  Barefoot  Boy,  Whittier. 

The  First  Snowfall,  Lowell. 

Sir  Patrick  Spens,  Baker,  Carpenter — 5th  Yr.  Lang.  Reader. 

Ring  Out  Wild  Bells,  Tennyson. 

The   Christmas  Tree,   McHugh. 

The   Walrus  and   the   Carpenter — Carroll. 

The  Law  of  the  Jungle,  Kipling. 

Opportunity,  Edward  R.  Sill. 

3.  Individual  reading.  This  includes  rapid  silent  reading  of 
material  not  very  difficult,  with  emphasis  on  the  thought  side. 
Stories  read  are  afterward  talked  over.  Besides  frequent  short 
selections  of  this  kind,  the  plan  is  to  ask  each  child  to  buy,  or 
secure  from  a  library,  one  from  a  submitted  list  of  books  of  ac- 
knowledged excellence,  suited  to  his  age  and  interests,  instead  of 
having  all  children  use  the  same  book.  Thus  in  a  class  of  twenty, 
twenty  different  books  are  found.    As  books  are  finished,  children 

92 


Grade  V  93 

exchange  so  that  each  has  opportunity  to  read  as  many  as  time 
permits.  This  method  of  reading  provides  excellent  opportunity 
for  attention  to  needs  of  individual  pupils.  During  the  reading 
period,  each  child  has  his  own  book ;  a  pupil  is  asked  to  go  to  the 
front  and  tell  briefly  the  setting  and  situation  of  his  story  at  the 
point  where  he  wishes  to  read  aloud.  He  then  reads  for  a  time 
while  others  listen  or  not  as  they  choose.  Through  a  period,  sev- 
eral thus  report.  Occasional  discussions  arise.  .A.s  needs  appear, 
the  teacher  takes  the  pupil  for  individual  instruction.  Points  of 
general  need  are  referred  to  the  whole  class.  In  this  work,  the 
individual  child  receives  more  direct  attention  than  in  class  work ; 
good  reading  receives  due  recognition ;  reading  for  the  pleasure 
and  profit  of  others  as  well  as  for  one's  self  is  thus  cultivated  as 
an  aim.  By  the  much  more  varied  and  extended  reading  possible 
by  this  method,  more  may  be  done  in  cultivating  taste,  good  read- 
ing habits,  and  ability  in  interpretation  and  expression  than  by 
the  same  time  in  the  intensive,  prolonged  formal  studies  of  the 
small  thought  content  in  the  few  selections  often  used. 

The  best  selections  from  current  magazines  and  children's 
papers  sometimes  take  the  place  of  book  studies.  The  teacher 
does  her  share  of  oral  reading  to  the  class.  Imitation  in  oral 
reading  is  not  to  be  neglected.  Approximately  half  of  the  year's 
work  is  of  this  type.  Definite  time  divisions  are  not  assigned. 
The  teacher's  judgment  will  determine  the  periods  of  alternation. 
A  list  of  books  suggesting  the  type  selected  for  individual  reading 
in  the  fifth  and  sixth  grades  follows.  Many  of  these  are  equally 
appropriate  for  the  seventh  and  eighth  grades. 

Abbott,  Life  of  Daniel  Boone;  Life  of  De  Soto;  Life  of  Julius 
Caesar;  Life  of  Paul  Jones;  Life  of  Peter  Stuyvesant 

Aitken,  The  Chief  Scout,  Sir  Robert  Baden-Powell 

Alcott,  L.  M.,  Little  Women;  Little  Men;  Old  Fashioned  Girl 

Alden,  W.  L.,  Adventures  of  Jimmy  Brown 

Aldrich,  T.  B.,  Story  of  a  Bad  Boy 

Allen,  David  Crockett 

Andersen,  H.  C,  Fairy  Tales 

Arabian   Nights 

Austin,  J.  G.,  Standish  of  Standish 

Bacon,  The  Boys'  Life  of  Sir  Francis  Drake 

Baker,  R.  S.,  Boy's  Book  of  Inventions 

Baldwin,  James,  Story  of  Siegfried;  Story  of  Roland;  Old  Stories 
of  the  East 


94  Spcycr  School  Ciirricidum 

Barbour,  For  the  Honor  of  the  School 

Captain  of  the  Crew 
Baylor,  F.  C,  Juan  and  Juanita 

Bear  Stories  Retold  from  St.  Nicholas 
Beale,  Stories  from  the  Old  Testament  for  Children 
Blaisdell,  A.  F..  Stories  from  English  History 
Blanchard,  A.  E.,  A  Girl  of  '76 
Bolton,  S.    K.,    Famous    American    Statesmen;    Famous    Leaders 

among  Men;  Famous  Men  of  Science;  Lives  of  Girls  Who 

Became  Famous;  Lives  of  Boys  Who  Became  Famous 
Bostock,  F.  C,  The  Training  of  Wild  Animals 
Boyesen,  H.  H.,  Boyhood  in  Norway 
Brooks,  E.  S.,  Century  Book  of  the  American  Revolution;  Century 

Book  for  Young  Americans — The  Government  of  U.  S.; 

The  True  Story  of  Columbus;  Chivalric  Days:  The  True 

Story   of   Franklin;   The   True    Story  of   Lafayette;    The 

True  Story  of  Lincoln;  The  True  Story  of  Washington 
Brown,  A.  F.,  In  the  Days  of  the  Giants 
Bulwer-Lytton.  Last    Days    of   Pompeii — School    Ed.,    University 

Pub.  Co. 
Burnett,  F.  H.,  Sara  Crewe 

Candeze,  E.,  Tr.  by  Baum,  The  Adventures  of  Grillo 
Clemens,  S.  L.,  Prince  and  Pauper;  Tom  Sawyer;  A  Connecticut 

Yankee  at  the  Court  of  King  Arthur 
Coffin,  C.  C,  Boys  of  '76 
Coolidge,  Susan,  A  Round  Dozen 
Cook,  R.  A.,  Along  Four-Footed  Trails 
Cooper,    J.    F.,    Deerslayer;    Last    of   the    Mohicans — School    Ed., 

Univ.  Pub.  Co. 
Doubleday,  Russell,  Stories  of  Inventions 
Dudley,  Following  the  Ball 
Eastman,  C.  A.,  Wigwam  Evenings 
Eggleston,  E.  E.,  Hoosier  Schoolmaster 
Farrar,  F.  W.,  St.  Winifred's 

Grierson,  Children's  Tales  from  Scottish  Ballads 
Habberton,  John,  Helen's  Babies 

Hale,  E.  E.,  A  Man  Without  a  Country;  Stories  of  Inventions 
Hall,  Jennie,  Viking  Tales 

Harris,  J.  C,  Uncle  Remus,  His  Songs  and  Sayings 
Hathaway,  Napoleon 
Hawthorne.  Nathaniel,  Wonder  Book 
Henning,  Jeanne  D'arc,  Maid  or  Orleans 
Holland,  Rupert,  Historic  Boyhoods;  Historic  Girlhoods 
Ingersoll,  Ernest,  Book  of  the  Ocean 
Jamison,  C.  V..  Toinnette's  Philip 
Jenks,  Captain  Miles  Standish 
Johnston,  A.  F.,  Little  Colonel  Series;  Big  Brother 


Grade  V  95 

Judd,  M.  C,  Wigwam  Stories 

Keller,  Helen,  Story  of  My  Life 

Kipling,  Rudyard,  Captains  Courageous;  Jungle  Books,  First,  and 

Second;  Puck  of  Pook's  Hill 
Knox,  Robert  Fulton 

Lagerlof,  Selma,  The  Wonderful  Adventures  of  Nills 
Lamb,  C.  and  M.,  Tales  from  Shakespeare 
Lang,  Andrew,  The  Blue  Fairy  Book;  The  Red  Fairy  Book 
Lansing,  M.  F.,  Lion  and  Tiger  Stories  Retold  from  St.  Nicholas 
London,  Jack,  The  Call  of  the  Wild 
Mabie,  H.  W.,  Heroes  Every  Child  Should  Know;  Heroines  Every 

Child  Should  Know 
Meadowcroft,  Boys'  Life  of  Edison 
Montgomery,  Anne  of  Green  Gables 
Moores,  C.  W.,  Life  of  Lincoln  for  Boys  and  Girls 
Moulton,  L.  C,  Bed  Time  Stories 

Mowry,  W.  A.  and  A.  M.,  American  Inventions  and  Inventors 
Munro,  Kirk,  The  Fur  Seal's  Tooth;  Rick  Dale 
Nicolay,  Boys'  Life  of  Lincoln 

Otis,  James,  Castle  of  Grumpy  Grouch;  Life  Savers;  Peter  of  Am- 
sterdam; Toby  Tyler 
Parton,  James,  Captains  of  Industry 
Page,  T.  N.,  A  Captured  Santa  Glaus;  Among  the  Camps;  Two 

Little  Confederates 
Perry  and  Beebe,  Four     American     Pioneers  —  Boone,     Carson, 

Clark,  and  Crockett 
Poe — The  Goldbug 
Price,  Wandering  Heroes — Norse 
Poetry,  Compilations 

Poetry  for  Children — Ed.  by  Samuel  Eliot 

Days  and  Deeds — Ed.  by  B.  E.  Stevenson 

Open  Sesame,  Vol.  I  and  II 

Poems  Every  Child  Should  Know — Ed.  by  M.  E.  Burt 
Phelps,  E.  S.,  Gypsy  Breynton 
Pyle,   Howard,  Champions  of  the  Round  Table;   King  Arthur  and 

His    Knights;    Men    of   Iron;    Otto   of   the    Silver    Hand; 

Robin    Hood;   Sir   Launcelot  and   His   Companions;   The 

Grail  and  the  Passing  of  Arthur 
Riis,  Jacob,  The  Making  of  an  American 

Richards,  L.  E.,  Captain  January;  Florence  Nightingale;  Melody 
Robinson,  E.,  A  Little  Puritan's  First  Christmas;  A  Loyal  Little 

Maid 
Rogers,  J.  E.,  Earth  and  Sky 
Ruskin,  John,   King  of  the  Golden  River 
Scott,  Sir  Walter,  Ivanhoc;  Red  Cap  Tales 
Scudder,  H.  E.,  George  Washington 
Sidney,  Margaret,  Five  Little  Pepper  Series 


96  Speyer  School  Curriculum 

Spyri,  Heidi 

Stevenson,  R.  L.,  Treasure  Island 

Stockton,  Frank,  Fanciful  Tales;  Short  Stories 

Stoddard,  W.  O.,  Talking  Leaves — An  Indian  Story;  Two  Arrows 

Stone  and  Ficket,  Brave  Dog  Stories  Retold  from  St.  Nicholas 

St.  John,  T.  M.,  How  Two  Boys  Made  Their  Own  Electrical  Ap- 
paratus; Things  a  Boy  Should  Know  about  Wireless 

Tappan,  E.  M.,  In  the  Days  of  Queen  Elizabeth;  In  the  Days  of 
William  the  Conqueror;  Letters  from  Colonial  Children 

Thompson,  E.  Seton,  Wild  Animals  I  Have  Known;  Lobo,  Rag 
and  Vixen 

Tomlinson,  E.  T.,  Three  Colonial  Boys 

Towle,  G.  M.,  Drake,  the  Sea  King;  Marco  Polo;  Pizarro 

Van  Dyke,  Henry,  The  Other  Wise  Man;  The  First  Christmas 
Tree 

Verne,  Jules,  Around  the  World  in  Eighty  Days 

Wiggin,  K.  D.,  The  Birds'  Christmas  Carol;  Rebecca  of  Sunny- 
brook  Farm 

Children's  books  and  papers,  and  material  from  current 
periodical  literature  are  used  for  further  work  in  easy  sight 
reading. 

Stories  are  frequently  read  to  the  children  to  awaken  interest 
in  particular  forms  of  literature,  to  serve  as  copies  or  standards  in 
oral  reading,  and  to  impress  the  place  of  oral  reading  as  a  means 
of  pleasant,  social  recreation.  Typical  of  some  of  those  read  in 
this  grade  are — Wee  Willie  Winkie,  Kipling ;  The  Mad  Tea  Party, 
Carrol ;  Leap  of  Roushan  Beg,  Longfellow ;  Swords  and  Scimitar, 
Scott ;  and  Norse  Stories  and  Myths  by  several  authors. 

Memorizing.  In  addition  to  a  thorough  review  of  poems, 
songs,  and  quotations  memorized  in  preceding  grades,  a  number 
of  the  selections  most  appreciated  in  this  grade  are  memorized. 

Word  Study.  Attention  to  spelling  in  all  of  the  content  sub- 
jects provides  lists  for  specific  spelling  lessons.  The  type  of  word 
study  in  connection  with  the  use  of  the  dictionary  in  the  fourth 
grade  is  continued. 

Language.  The  aims  in  teaching  language  in  the  fifth  and 
sixth  grades  are  threefold:  Ease  and  correctness  in  spoken  and 
written  English ;  knowledge  of  a  few  technical  points  underlying 
the  correct  use  of  English ;  and  appreciation  of  beautiful  expres- 
sion in  English. 

To  secure  the  first  aim,  every  opportunity  for  effective  writing 
is  embraced.  That  the  children  may  write  freely  of  things  familiar 


Grade  V  97 

and  interesting  to  them,  practice  is  given  in  original  narration, 
letter  writing,  picture  study,  lesson  summaries,  and  reports  of 
experiments  and  excursions.  To  these  forms  of  expression  there 
are  added,  though  with  much  less  emphasis,  exercises  in  dictation, 
paragraphing,  and  reproduction. 

Rhyme  and  rhythm  receive  some  attention  as  the  children  try 
to  express  themselves  in  poetical  form. 

Much  of  the  creative  work  is  read  aloud  to  other  members  of 
the  class  for  their  enjoyment  and  for  comparison  with  their  own 
work.  Special  emphasis  is  placed  upon  the  originality  and  eflfect- 
iveness  in  expression.  Sentence  sense  is  cultivated  in  every  exer- 
cise. Great  attention  is  paid  to  the  formation  of  one  good  sentence 
to  describe  in  a  vivid  way  a  pet  cat,  a  lost  dog,  an  old  man,  etc. 
Brief  lesson  summaries  are  made  by  the  children  under  the  direc- 
tion of  the  teacher.  One  sentence  at  a  time  is  worked  out  and 
entered  in  the  note  book.  The  use  of  the  complex  sentence  is 
encouraged  and  children  are  urged  to  use  the  relative  pronouns 
and  a  variety  of  conjunctions.  These  terms  are  not  used  neces- 
sarily, but  the  ideas  receive  constant  attention. 

Vocabularies  are  markedly  enlarged  by  the  work  in  history, 
geography,  and  industrial  arts.  All  new  words  of  importance  in 
the  content  studies  are  made  clear.  Much  ear  training  is  pro- 
vided. Most  spoken  errors  are  corrected  at  once  in  a  manner  to 
avoid  distraction  from  the  thought  the  child  is  trying  to  express. 

To  accomplish  the  second  aim,  the  acquisition  of  a  few  tech- 
nical points  underlying  this  expression  work,  the  following  gram- 
matical relations  are  taken  up: 

I.     Parts  of  Speech. 

1.  Nouns — Common  and  proper;  number,  and  formation  of 
plurals ;  possessive  singular. 

2.  Pronouns — Much  drill  for  ear  training  on  such  forms  as, 
"It  is  I,"  "It  is  he,"  "If  I  were  you,  I  would  go,"  etc. 

3.  Verb.s — Special  attention  to  the  use  of  the  common  irreg- 
ular verbs;  agreement  in  iniinbcr  of  verb  with  subject  re- 
ceives constant  attention;  drill  exercises  in  the  use  of  have 
and  got,  teach  and  learn,  shall  and  will,  like  and  love,  think 
and  guess,  etc.,  etc. 

4.  Adjectives — Words  used  to  enrich  descriptions  ;  exercises 
in  selecting  appropriate  adjectives. 


98  Speyer  School  Curricuhtm 

II.     Sentence  Study. 

1.  Subject  and  predicate — Work  of  these  in  sentences; 
ability  to  distinguish  complete  subject  and  predicate  only 
required. 

2.  Exercises  for  obtaining  variety  of  expression — changes 
of  order ;  use  of  negative  and  positive  sentences ;  compari- 
son ;  synonyms. 

III.     Miscellaneous. 

1.  Definite  dictionary  use  required  throughout  the  year. 

2.  Vowels  and  consonants  taught  with  diacritical  markings 
of  most  common  sounds. 

3.  Syllabication — a  few  simple  rules  for. 

4.  Quotations — undivided  only. 

5.  Commas — in  series,  in  apposition,  in  direct  address,  and 
with  yes  or  no. 

6.  Abbreviations — Review  days  of  week,  months  of  year, 
and  others ;  teach  new  common  forms. 

7.  Contractions — Teach   those  in   common   use ;   drill   for 
avoidance  of  "ain't,"  "hain't,"  "don't"  for  "doesn't,"  etc. 

8.  Homonyms. 

9.  Synonyms. 

10.     Use  of  a  and  an. 

To  develop  appreciation,  all  of  the  work  is  depended  upon. 
Much  to  read,  much  to  express,  and  all  well  expressed  are  con- 
stant aims.  Clearness  of  thought  and  expression  in  every  piece  of 
work  is  more  effective  in  developing  excellence  in  English  than 
are  formal  studies  of  language  in  themselves.  Specific  attention 
is  called  to  the  various  pleasing  forms  for  expressing  thought  as 
these  occur  in  literature,  and  as  opportunity  for  choice  comes  in 
written  and  oral  work. 

Writing 

Continued  attention  to  legibility  and  a  fair  degree  of  rapidity. 
At  least  two  applications  of  Thorndike's  Handwriting  Scale  to 
maintain  standards  and  to  stimulate  needed  improvement. 

History,  Civics,  and  Social  Life 

In  this  grade  the  historical  material  is  drawn  from  the  later 
Roman  and  the  mediaeval  periods  so  as  to  connect  the  Ancient 


'     /U^  i^A^-N-^L 


c^. 


Grade  V  99 

World  with  that  of  to-day.  It  is  also  to  be  emphasized  that  in  this 
period  another  element  is  added  to  civilization,  namely  the 
Germanic.  On  the  life  side  the  mediaeval  has  much  that  is  new 
and  fascinating.  It  has  also  heroic  men  who  are  worth  knowing. 
Comparisons  of  the  life  and  conditions  of  the  present  day  are 
constantly  made. 

Roman  and  Early  Mediaeval  History 
I.     The   Decay  of  the  Republic   and  the   Formation  of  the 
Empire. 

1.  The  Gracchi:  Conditions  of  the  poor  in  Rome  and  in 
Italy.  Efforts  to  remedy  the  conditions.  The  poor  laws. 
Attempts  to  prevent  the  growth  of  slavery.  The  servile 
revolts  in  Sicily  and  Italy. 

2.  Growing  dangers  and  disorders :  The  war  with  Jugurtha. 
The  invasion  of  the  Germans  and  their  defeat  by  Marius. 
Marius  and  Sulla,  and  the  Social  War. 

3.  Pompey  and  the  final  conquest  of  Asia  Minor:  His  suc- 
cess. His  enemies  at  Rome.  Cicero  and  Cataline.  Pom- 
pey's  reception  on  his  return. 

4.  Caesar :  His  early  life.  Conquest  of  Gaul  and  invasion  of 
Britain.  His  return  to  Rome.  Defeat  and  death  of  Pom- 
pey. Brutus  and  the  assassination  of  Caesar.  Anthony  and 
the  punishment  of  the  conspirators. 

5.  Augustus  and  the  establishment  of  the  Empire :  Changes 
in  the  form  of  government,  offices  held  by  Augustus.  Im- 
provement of  the  city.  Birth  of  Christ.  Loss  of  the  legions 
under  Varus. 

6.  Conditions  of  life  under  the  Empire:  Home  life:  dress, 
conveyances,  baths,  houses,  the  villa,  education.  Amuse- 
ments :  the  triumph,  the  gladiatorial  combat,  the  games  of 
the  arena. 

II.     The  Later  Empire. 

1.  The  spread  of  Roman  language  and  law. 

2.  The  growth  of  Christianity :  Contrast  between  the  Roman 
religion  and  the  Christian.  Growth  of  Christianity  among 
the  soldiers  and  the  common  people.  Nero  and  his  perse- 
cutions. 

3.  The  three  great  emperors,  Trajan,  Hadrian,  and  Con- 
stantine. 


loo  Speyer  School  Curriculum 

4.  Extent  of  the  empire  and  the  fortification  of  the  frontiers. 

5.  Tlie  growth  of  pubHc  buildings  and  kixury  at  Rome. 

6.  The  final  removal  of  the  capital  to  Constantinople. 

III.     The  Germans. 

1.  Customs:  How  they  lived,  their  dislike  for  close  neigh- 
bors. The  comitatus  of  the  war  leaders.  Their  religion, 
especially  that  of  the  northwestern  groups,  which  overran 
England. 

2.  Introduction  of  Christianity  among  them. 

3.  How  they  overran  the  Roman  Empire,  a.  The  Goths. 
Pressure  from  the  Huns,  the  crossing  of  the  Danube,  bad 
treatment  by  the  Romans,  their  conquests.  Include  the 
story  of  both  the  Eastern  and  Western  Goths,  b.  The 
Vandals.  Their  conquest  of  Spain,  of  northern  Africa,  and 
the  sack  of  Rome.  c.  The  Lombards.  Their  conquest  of 
and  settlement  of  northern  Italy,  d.  The  Franks.  Their 
gradual  conquest  of  Gaul.  e.  The  North-Western  Ger- 
mans, Angles,  Saxons,  and  Jutes.  Hengist,  and  Horsa, 
and  the  conquest  of  England.  St.  Augustine  and  their 
conversion  to  Christianity.  The  struggle  between  the  Irish 
and  the  Roman  church. 

IV.     Mohammed  and  the  Franks. 

1.  Mohammed  and  the  rapid  growth  of  his  religion. 

2.  The  regions  conquered  by  the  successors  of  Mohammed : 
Asia  Minor,  Egypt,  Africa,  Spain.    Danger  to  the  Franks. 

3.  Charles  Martel  and  the  battle  of  Tours. 

4.  Charlemagne  and  his  crowning  at  Rome  by  the  Pope. 

V.     The  Northmen. 

1.  The  Vikings  and  their  constant  raids  upon  the  coast  of 
England  and  France. 

2.  Rollo  and  his  settlement  of  the  Northmen  in  France. 

3.  Alfred  and  his  struggle  with  the  Danes. 

4.  Canute  and  his  kingdom.    His  good  government. 

5.  Lief  Ericson  and  the  discovery  of  America. 

VI.     Mediaeval  Life. 

1.  The  manor  or  villa. 

2.  The  lord ;  his  castle,  his  retainers,  and  his  amusements. 


Grade  V  loi 

3.  The  relations  of  lord  and  vassal. 

4.  The  church :  the  monks,  their  work,  cathedrals,  relations 
of  the  clergy  to  each  other. 

5.  The  village :  the  fields,  occupations  of  the  people,  care  of 
stock,  taxes,  education  of  the  children. 

6.  Chivalry :  the  knight :  his  education,  armor,  what  he 
did,  regard  for  women,  ideal  of  a  true  knight.  The  tour- 
nament.   Songs  of  chivalry. 

References:  See  list  for  latter  part  of  the  fourth  grade. 

A.  Books  appreciable  by  children. 
Viking  Stories,  Hall — Rand,  McNally. 

Story  of  the  Middle  Ages,  Harding — Scott,  Foresman. 
Stories  from  the  English,  Guerber — Amer.  Bk.  Co. 
History  for  District  and  Graded  Schools,  Kemp — Ginn. 
Norse  Stories,  Mabie — Dodd,  Mead. 

B.  Books  for  teachers. 

History  of  the  Roman  Empire,  Bury — Amer.  Bk.  Co. 

Age  of  the  Antonines,  Capes — Scribner. 

History  of  the  Middle  Ages,  Duruy — Holt. 

Introduction  to  the  Middle  Ages,  Emerton — Ginn. 

Manners  and  Customs  of  the  Middle  Ages,  Lacroix — Appleton. 

History  of  Western  Europe,  Robinson — Ginn. 

The  Feudal  Regime,  Seignobos — Holt. 

See  also  the  biographies  of  particular  men. 

VII.     English  History.    The  Norman  Conquest. 

I.     Edward  the  Confessor  and  his  relations  to  Normandy. 
Duke  William's  claim  to  the  throne. 
Harold's  oath  to  William. 
William's  preparations. 

Battle  of  Hastings,  the  death  of  Harold  and  the  election 
of  William. 

6.  His  manner  of  giving  fiefs. 

7.  Domesday  Book  and  the  oath  at  Salisbury. 

8.  Henry  I  and  his  good  laws. 

9.  Henry  II  and  the  growth  of  territory  in  France.  His 
troubles  with  Thomas  A'Becket. 

References:  See  preceding  list. 

A.     Books  appreciable  by  children. 

Stories  from  English  History,  BlaisdcU — Ginn. 

Story  of  Our  English  Grandfathers,  Brown — Public  School  Pub. 
Co. 


I02  Speyer  School  Curriculum 

Short  History  of  the  Norman  Conquest,  Freeman — Oxford. 
Old  English  History,  Freeman — Macmillan. 
Short  History  of  the  English  People,  Green — Harper. 
England's  Story,  Tappan — Houghton. 

Industrial  and  Fine  Arts 

The  number  under  Projects  refer  to  the  topics  with  respec- 
tive numbers  under  Subject  Matter. 

The  work  outHned  suggests  the  close  correlation  between  the 
history,  geography,  or  nature-study  and  the  industrial  and  fine 
arts  in  many  points.  This  fact  must  be  kept  in  mind  to  preserve 
the  unity  of  the  work.  The  fine  arts  outline  gives  particular  atten- 
tion to  the  design  of  projects. 

Under  some  units,  selection  may  be  made  from  among  the 
topics  listed.  A  single  project  of  a  number  given  as  possible  may 
be  adequate  to  illustrate  the  particular  principle  or  process. 

For  reference  books,  see  list  in  Appendix. 

I.     Foods. 
Subject  Matter: 

1.  Cereals — production,  in  relation  to  geography  and  nature- 
study  ;  manufacture  of  cereals :  a.  Flour  and  corn  meal — milling 
industries,  use  of  flour  in  bread  making — study  of  yeast  and  fer- 
mentation ;  relative  cost  and  wholesomeness  of  baker's  bread  and 
home  made  bread;  com  meal  in  griddle  cakes — study  of  gluten, 
b.  Breakfast  foods — preparation,  food  value,  c.  Other  products 
— starch,  glucose,  corn  syrup,  etc.    See  Tools  and  Machines. 

2.  Meats — stock  raising,  in  relation  to  geography;  stock 
yards  and  packing  houses;  cold  storage  of  meats;  government 
inspection ;  meat  cuts,  relative  prices  and  food  values ;  preparation 
of  meat — ^boiling,  broiling,  roasting,  frying ;  soup  stock. 

3.  Sugar — food  value;  manufacture  of  beet  sugar,  maple 
sugar,  and  maple  syrup ;  adulterations. 

4.  Sherbet  and  ice  cream — a  study  of  the  principles  of  re- 
frigeration ;  food  values. 

5.  Market  gardening,  in  relation  to  nature-study — supplying 
fresh  vegetables  to  New  York  markets. 

6.  By-products  of  foods — fertilizer,  button  and  other  bone 
products,  glue,  horn  products,  corn  products. 

7.  Spices,  etc. 


Grade  V  103 

Projects: 

1.  Grinding  wheat  and  corn  to  flour  and  meal.  Testing  for 
gluten.  Yeast  bread.  Griddle  cakes  and  maple  syrup.  Breakfast 
foods. 

2.  Boiling  meat.    Soup  stock  and  soups. 

3.  Beet  sugar. 

4.  Sherbet  or  ice  cream. 

5.  Visiting  market  to  study  meat  cuts,  prices,  and  methods 
of  handling  vegetables. 

II.  Shelter. 
Subject  Matter: 

1.  The  castle,  in  connection  with  history — forms  of  con- 
struction, an  adaptation  to  location  and  needs ;  functions  of  parts ; 
furnishings  ;  conveniences  ;  life  in  a  castle  as  a  community  unit. 

2.  Lumber  regions  of  United  States,  in  connection  with 
geography ;  methods  of  milling  and  manufacture  in  wood ;  supply 
of  lumber  as  it  affects  houses  and  furniture. 

3.  Manufacturing  of  wood  projects,  furniture  making,  car- 
riage making,  cooperage,  etc.    See  Tools  and  Machines. 

4.  Recognition  of  woods. 

5.  Wood  finishes. 

6.  Types  of  furniture — historic  periods. 

7.  Construction — waste  paper  basket. 

Projects: 

1 .  Model  of  castle. 

2.  Waste  paper  basket,  one-piece  picture  frame. 

III.  Clothing. 
Subject  Matter: 

1.  Cotton — production,  plantation  life;  ginning  by  hand  and 
machinery;  the  story  of  l^li  Whitney  and  the  cotton  gin  ;  study  of 
cotton  as  compared  with  other  textiles  in  prices,  suitability  for 
clothing,  etc. ;  charts  showing  the  cotton  industry. 

2.  Milling — study  of  textile  mills  of  New  England  and  the 
South  in  connection  with  geography;  mill  life;  marhinery  and 
influence  upon  workmen ;  child  labor  problems. 


104  Speyer  School  Curriculum 

3.  Garment  makinof  industries — factories  and  piece  work. 
Cost  of  ready  made  clothing.  Sweat  shops  and  the  Consumers' 
League. 

4.  The  sheep  rancli.  in  relation  to  geography. 

5.  Garment  construction — apron,  stitches — basting,  running, 
hemming,  French  seams. 

6.  Clothing  budget  of  a  fifth  grade  child  for  a  year. 

7.  Repairing  clothes — sewing  on  buttons,  patching  a 
garment. 

8.  Shoes — processes  of  manufacture,  prices,  adulterations 
and  substitutes  for  leather,  kinds  relative  to  service,  care  of  shoes  : 
mention  of  overshoes  to  be  studied  in  the  sixth  grade  in  connec- 
tion with  the  rubber  industry. 

Projects: 

I.     Cotton  charts. 

5.  Garment  making  data ;  apron. 

6.  Budget  of  child's  clothes. 

7.  Patching ;  sewing  on  buttons. 

8.  Charts  of  shoe  industry. 

IV.     Records. 
Subject  Matter: 

1.  Historical — Chinese  invention  of  paper:  influence  of 
Mohammedans  in  spreading  paper  making:  Moors  as  paper 
makers  in  Spain  ;  the  hand  copied  book  ;  the  scribe  in  the  mon- 
astery ;  the  materials  used — quill  pens,  ink,  parchment ;  illu- 
minated lettering. 

2.  Modern  paper  making ;  location  of  mills ;  mill  processes 
compared  with  hand  processes ;  use  of  wood  pulp :  supply  of 
wood  ;  conservation  of  forests ;  substitutes  for  wood  pulp  and  rags. 

3.  Modern  library  methods,  card  catalogues  and  bibliog- 
raphies. 

Projects : 

1.  Binder  with  hinge  joints  and  eyelets ;  parchment ;  ink, 
quill  pens  ;  illuminated  lettering. 

2.  Paper  of  wood  and  of  rags. 

3.  Bibliography  of  books  as  read  in  literature  or  history; 
bibliography  case  of  cardboard  with  gummed  tape  joining. 


Grade  V  105 

V.  Utensils. 
Subject  Matter: 

I.  Pottery — United  States  pottery  industry;  methods  of 
decorating;  types  of  American  pottery;  machinery  processes  of 
preparing  clay  and  making  pottery ;  kilns  and  firing ;  two  and  three 
piece  moulds  ;  pouring  and  pressing  pottery  ;  making  plates,  under- 
glazing;  decalcomania  decoration. 

Projects: 

I.     Plate,  decorating  with  underglaze  design. 

VI.  Tools,  Machines,  and  Weapons. 
Subject  Matter : 

1.  Lifting  devices — crow  bar,  lifting  Jack,  derrick,  block 
and  tackle,  elevators,  escalators,  the  barber's  chair,  illustrating  the 
lever,  the  chain  of  pulleys,  the  endless  chain,  and  hydraulic  pres- 
sure ;  the  window,  the  draw  bridge,  the  portcullis,  illustrating  the 
use  of  balancing  weights. 

2.  Saw  mills  and  flour  mills,  utilizing  water  power  by 
means  of  the  water  wheel ;  the  belt,  and  gearing  for  transmitting 
power. 

3.  Locks  in  canals  illustrating  tendency  of  water  to  seek  its 
level ;  water  motors. 

4.  Hinges — the  wheel,  overcoming  inertia. 

5.  Time  pieces — sun  dial,  path  of  light  and  shadow ;  hour 
glass,  gravity ;  water  clock,  gravity,  and  water  seeking  its  level ; 
weight  clock,  pulleys,  and  gra-vity;  spring  clock,  elasticity,  the 
gear,  and  the  pendulum. 

6.  The  bicycle,  and  the  gear  for  the  transfer  of  power  with 
accelerated  speed  ;  chain  gear,  and  bevel  gear. 

7.  Casting  metals  and  the  core  box.  in  connection  with  the 
study  of  metals  in  geography ;  iron  and  steel ;  tempering ;  work  of 
Henry  Bessemer. 

8.  Crossbows  and  catapults,  the  propelling  power  of  elas- 
ticity. 

9.  Compressed  air  and  the  air  rifle,  gases  under  pressure. 

Projects : 

3.  Models  of  locks  in  a  canal. 

4.  Hinges  for  box.     See  Shelter, 

5.  Sun  dial. 


io6  Speycr  School  Curriculum 

7.     Casting  a  paper  weight. 

Fine  Arts 

Design. 

Line:  proportion;  shape;  divisions;  groupings;  rhythm. 
Simple  block  lettering.  Design  for  portfolio,  and  memorandum 
pads,  for  school  sale.  Choice  of  good  rectangles  for  clay  bowl 
designs.  Designs  on  clay  bowls  and  plates.  Flower  composition 
with  opaque  color  on  dark  paper.  Illustration  of  poems  and 
stories  from  period  of  chivalry.  Costumes  for  Robin  Hood 
play.    Borders. 

Tone:  massing;  two  values;  three  values.  Landscapes, 
textile  designs  and  other  designs. 

Color:  hues  ;  values ;  intensities.  Review  of  color  theory, 
filling  in  printed  designs  showing  the  three  differences,  applied 
to  all  designs  which  are  put  into  color,  sometimes  a  choice  of  one 
being  taken.  Some  copy  work  of  good  color  schemes  in 
textiles. 

Representation.  Drawing  and  painting  from  more  diffi- 
cult studies  of  flowers,  fruits  and  leaves.  Cylindrical  perspective 
taught  in  this  grade  using  bowls  and  glasses  of  different  height 
and  width.  Brush  line  and  flat  color  are  used,  no  attention  being 
paid  to  light  and  shade  in  this  grade.    Pose  drawing  in  flat  tones. 

Picture  Study.  In  connection  with  study  of  Roman  and 
mediaeval  histor\'.    Period  of  chivalry. 

Abbey — Holy  Grail  pictures         Bas  relief  on  the  arch  of 

Watts — Sir  Galahad  Titus — The   Emperor's 

Rembrandt — The  Golden  Triumph 

Helmet  Thorwaldsen — Lion  of  Lu- 

Puvis  de  Chavannes — Life  cerne 

of  St.  Genevieve  Corot — Spring 

Carpaccio — St.  Ursula  Daubigny — Spring 

Bas  relief  in  Vienna  muse-         Correggio — Holy  Night 
um — Lioness  and  Young  Bonheur — Oxen  Plowing 

Rome — The  Coliseum  Troyon — Oxen  going  to 

Maison  Carree — Roman  Work 

Temple  at  Nimes 

Geography  and  Nature-Study 

North  America  with  special  reference  to  the  sources  of  raw 
materials,  the  leading  centers  of  manufacture,  the  chief  routes  of 


Grade  V  107 

distribution,  and  the  physiographic  controls  determining  all  of 
these  make  up  the  geography  for  this  year.  Many  of  the  topics 
correlate  very  closely  with  the  studies  in  industrial  arts.  Every 
unit  of  study  is  made  with  an  industrial,  commercial,  or  social 
approach  appreciable  to  the  children.  Much  of  the  work  is  vitally 
related  to  the  food  and  clothing  supply,  the  manufactures,  and  the 
commerce  of  New  York  City,  the  home  of  the  children. 

The  history  work  of  the  year — the  Roman  and  the  early  me- 
diseval  periods — requires  rather  full  study  of  the  geography  of 
southern  Europe.  This  study  is  directly  connected  with  the  his- 
tory as  it  develops.  Few  lessons  in  history  are  conducted  without 
the  use  of  the  wall  map  before  the  children. 

In  the  study  of  current  events,  constant  use  is  also  made  of 
maps,  and  geographical  elements  are  emphasized. 

A.     Industrial  and  Commercial  Geography  of  the  United 
States. 

I.     Agriculture. 

1.  Wheat.  Conditions  favorable  to  growth.  Leading  wheat 
regions — states  comprising.  Milling:  and  shipping  centers — Min- 
neapolis, Duluth,  Buffalo — due  to  cheap  power,  proximity  to 
wheat  fields  and  ease  of  transportation.  Export  to  European 
countries.  Transportation  to  the  coast  by  the  chief  railroad  routes, 
and  by  the  water  route — the  Great  Lakes,  the  Sault  Ste.  Marie 
and  Erie  Canals,  and  the  St.  Lawrence  River.  Cities  leading  in 
exportation.  Pacific  coast  wheat  regions.  Export  to  Great 
Britain  by  way  of  Cape  Horn.  Export  to  Asiatic  ports.  Chief 
cities  in  Pacific  exportation. 

2.  Corn.  Conditions  favorable  to  growth.  The  Corn  Belt — 
states  comprising.  Products — starch,  glucose,  syrup,  substitute 
for  rubber  from  the  oil,  smokeless  powder  from  the  pith,  and  dis- 
tilled products.     Food  value  to  man.    Export  slight — reasons. 

3.  Sugar.  a.  Cane.  Conditions  necessary  to  growth. 
Regions.  Refining  cities — Brooklyn,  Philadelphia,  Boston,  New 
Orleans,  San  Francisco,  b.  Beets.  Conditions  of  growth  com- 
pared with  those  of  cane.  Important  regions.  Comparison  of 
products  in  amount,  c.  Importation  of  sugar — our  greatest  im- 
port— reasons.  Countries  exporting  sugar  with  emphasis  upon 
the  Philippine  and  Hawaiian  Islands. 


Io8  Spcycr  School  Citrriculuni 

4.  Hay,  rice,  barley,  rye,  potatoes,  orchard  fruits,  tropical 
fruits,  small  fruits,  and  garden  products  treated  by  the  same 
metliod  as  the  foregoing. 

The  rank  of  the  United  States  in  the  production  of  these 
crops,  and  the  great  rivals  in  their  production,  with  the  reasons, 
are  noted. 

5.  Tobacco.  Conditions  of  growth.  Leading  tobacco 
regions.  Manufacturing  centers — Richmond,  Va.,  Wheeling,  W. 
Va.,  Durham,  N.  C.  Greatest  tobacco  market — Louisville,  Ky. 
Sources  of  finest  grades  of  tobacco. 

IL     Stock  Raising. 

1.  Cattle.    Ranch  states.     Ranching  and  ranch  life. 

2.  Sheep.  Sheep-growing  states.  Differences  between 
cattle  and  sheep  ranches. 

3.  Trade  and  transportation  of  live  animals  and  fresh  meats 
throughout  the  United  States.  Meat-packing  centers — Chicago, 
Kansas  City,  Omaha.  Export  trade  in  live  animals  and  fresh 
meat.  Important  countries.  New  York  and  Boston  as  centers  of 
export  trade. 

4.  Horses  and  mules.    Important  regions  of  production. 

5.  Wool  and  hides.  Uses.  Centers  of  manufacture.  Quan- 
tity produced  in  this  country  compared  with  quantity  needed.  Ex- 
port and  import  trade  in  raw  and  manufactured  goods. 

6.  Dairying.  Dairy  regions.  Value  of  products  compared 
with  the  value  of  corn  and  wheat. 

7.  Poultry  and  egg  production.  Value  of  products.  Meth- 
ods of  packing  and  exporting. 

III.     Mining. 

1.  Coal.  Location  of  coal  fields.  Varieties  of  coal.  Mines 
and  miners.  Relationship  of  coal  to  the  iron  industries.  Coke  and 
the  Connellsville  district. 

2.  Iron.  Location  of  iron  regions.  Transportation  of  iron 
to  coal — shipping  ports  on  Lake  Superior  and  receiving  ports  on 
Lake  Michigan  and  Erie.  Centers  of  manufacture.  Pig  iron. 
Western  Pennsylvania,  eastern  Ohio,  northern  Illinois,  and  Bir- 
mingham as  iron  smelting  centers — reasons.  Centers  for  manu- 
facture of  iron  and  steel  products — Pittsburgh,  Chicago,  Philadel- 
phia,   New    York,    Birmingham.      Manufacture    of    small    steel 


Grade  V  109 

articles  in  Xew  England  and  Illinois.  Exports — locomotives, 
bridges,  agricultural  implements,  and  small  articles  as  nails,  wire, 
and  locks.    Imports — fine  cutlery. 

3.  Other  minerals  and  metals.  Copper,  gold,  silver,  petrol- 
eum, precious  stones,  sulphur,  zinc,  lead,  salt,  graphite,  talc,  stone, 
and  clay.    Leading  pottery  and  plate  glass  centers. 

IV.  Lumbering. 

Centers  for  manufacture  of  furniture — New  York  City, 
Grand  Rapids,  Chicago,  Philadelphia.  Ship  building — relation- 
ship to  the  lumber  and  iron  industries.  By-products — maple 
sugar,  dye  woods. 

V.  Manufacturing. 

Through  the  study  of  other  occupations,  the  main  facts  have 
been  brought  out  regarding  the  location  and  character  of  the  great 
manufacturing  industries.  It  is  now  desirable  to  summarize  these 
facts. 

Rank  of  the  United  States  among  manufacturing  countries  of 
the  world.  Reasons  for  rank — abundance  of  raw  materials  and 
fuels ;  enormous  capital ;  great  inventive  talent ;  facilities  for 
transportation. 

The  fall  line  and  its  effect  upon  the  location  of  manufacturing 
cities.  Great  manufacturing  centers  and  the  reasons  for  their 
location — New  York,  Philadelphia.  Chicago,  St.  Louis,  and  fall 
line  cities. 

VI.  Commerce, 

Exports — Raw  cotton,  bread  stuffs,  iron  and  steel  products, 
mineral  oils,  meat  products,  tobacco,  copper,  and  live  stock. 

Imports — Coffee,  raw  and  manufactured  silk,  sugar,  cotton 
goods,  hides,  rubber,  tin,  fruits,  nuts,  drugs,  dyes. 

Duties  and  tariffs.  Problems  form  a  part  of  the  arithmetic 
work. 

Facilities  for  transportation — Transcontinental  railroads, 
steamship  lines,  the  Panama  Canal,  Great  Lake,  River,  and  canal 
routes;  extended  coast  line  with  good  harbors.  Great  commercial 
centers — New  York,  Baltimore,  Boston,  Philadelphia.  Savannah. 
New  Orleans,  San  Francisco. 


no  Speyer  School  Curriculum 

B.  Immigration, 

Nationalities  of  immigrants;  reasons  for  emigrating;  manner 
of  crossing — the  steerage;  United  States  immigration  laws; 
dangers  of  immigration ;  guarding  the  entrance  at  Ellis  Island ; 
comparison  of  classes  of  immigrants ;  great  regional  settlements 
of  immigrants. 

C.  Dependencies  of  the  United  States. 

I.  Alaska.  2.  Porto  Rico.  3.  The  Philippine  Islands.  4. 
The  Hawaiian  Islands.  5.  Guam,  and  other  small  islands;  naval 
stations  for  ship  building  and  repairs ;  coaling  stations.  6.  Pan- 
ama Canal  Zone. 

D.  The  Postal  Service  ;  Transportation  of  Mails. 

E.  Other  Countries  of  North  America. 

I.  Canada.    Constant  comparisons  with  United  States. 
Study  of  products  and  industries  as  determined  by  physiog- 
raphy and  climate.    Exports  and  imports.    Routes  of  transporta- 
tion.   Commercial  centers.    Government  and  people. 

II.  Mexico.  Surface  in  comparison  with  that  of  United  States. 
Study  of  climate,  emphasizing  the  two  seasons,  and  the  influ- 
ence of  altitude.  Temperate  zone  products — corn,  wheat,  tobacco. 
Semi-tropical  products — fruits,  hemp,  vanilla,  rubber,  cacao,  log- 
wood, cochineal.  Lumbering.  Cattle  raising.  Manufacturing — 
reasons  for  its  small  importance.  Exports  and  imports  with  es- 
pecial reference  to  United  States.  Large  cities.  People — race, 
language. 

III.  Central  America.    Six  small  republics  named  and  located. 
People.    Treated  as  for  Mexico. 

These  countries  are  reviewed  at  the  close  of  the  study  of 
South  America  in  the  sixth  grade  as  the  fuller  view  of  tropical  life 
then  made  enables  the  children  to  understand  more  clearly  than  is 
possible  at  this  point  the  conditions  and  products  of  this  region 

F.  Surface  of  North  America. 

The  surface  of  North  America  is  studied  on  a  regional  basis 
as  indicated  below.  The  natural  boundaries  of  each  great  region, 
the  extent,  characteristic  features,  and  climatic  conditions  of  each 
region  are  considered,  and  these  are  shown  in  their  bearings  upon 
plant  and  animal  life,  dominant  activities  of  the  people,  and  chief 


Grade  V  III 

routes  of  transportation.  Geographical  controls  of  life  conditions 
are  constantly  emphasized.  The  regional  division  of  the  continent 
is  as  follows : 

I.  Atlantic  Coastal  Plain. 

II.  Appalachian  Mountains. 

III.  Great  Central  Plain. 

IV.  Rocky  Mountains. 
V.  Great  Plateau. 

VI.     Pacific  Coast  Lowlands. 

In  connection  with  these  regional  studies,  the  question  of 
glaciation  is  taken  up  with  its  effects  upon  soils,  lakes,  and  rivers. 

Nature-Study 

Window  boxes  and  the  roof  garden  furnish  problems  in  the 
growth  and  care  of  plants.  Studies  of  the  plant  and  animal  forms 
found  valuable  in  the  industrial  arts  continue.  Fine  art 
studies  require  continued  interest  in  the  aesthetic  aspects  of 
nature.  Very  elementary  facts  and  relationships  in  physical  sci- 
ence are  learned  in  connection  with  foods  and  cookery,  as  in  boil- 
ing and  roasting,  the  freezing  of  ices,  preservation  of  foods  by  the 
action  of  sugar,  and  vinegar,  the  action  of  leavening  agents,  and 
the  simpler  processes  of  manufacture  as  taken  up  in  the  industrial 
arts. 

Mathematics 

Thorough  review  and  continuation  of  work  in  addition,  sub- 
traction, multiplication,  and  division. 

Reduction,  addition,  and  subtraction  of  fractions ;  addition 
and  subtraction  of  such  forms  of  mixed  numbers  as  occur  in  actual 
business  or  industrial  practice;  multiples,  factors,  and  cancella- 
tion ;  multiplication  of  fractions  and  mixed  numbers  using  cancel- 
lation ;  division  of  fractions  following  cancellation. 

Decimals.  Reading,  writing,  addition,  subtraction,  multipli- 
cation, and  division,  limiting  the  numbers  to  three  decimal  places. 

Units  of  measure  occurring  in  other  work  systematized  and 
learned.  Review  of  previously  learned  tables.  Square  measure : 
applications  in  scale  drawings,  and  working  drawings  for  indus- 
trial arts  projects. 

Two-step  problems  in  reasoning  are  introduced  in  this  grade. 


IIS  Speyer  School  Curriculum 

Practical  or  applied  problems  are  taken  from  among  the  fol- 
lowing sources,  and  others  suggested  by  these,  which  are  typical 
of  possibilities  for  making  the  meanings  clear  for  every  process 
tlirough  a  variety  of  concrete  illustrations : 

Children's  problems  of  earning,  purchasing,  and  saving. 

Simple  economic  problems  in  connection  with  the  child's  life 
— cost  of  food,  clothing,  and  incidentals  for  children  for  one  year, 
using  sample  conditions  that  are  high,  low,  and  average.  Cost  of 
flour,  meat,  coal,  or  other  staple  commodities  for  one  year  using 
high,  low,  and  average. 

Transportation.  Comparison  of  distances,  and  of  rates  by 
rail  and  water.  Much  of  such  work  may  be  closely  related  to  the 
geography  study.  Comparison  of  areas,  populations,  volume  of 
business,  and  other  factors  of  commercial  import. 

Bills  and  accounts  brought  in  by  children  from  the  current 
business  life  of  the  home  and  community.  Comparisons  of  whole- 
sale and  retail  prices.  Comparisons  of  prices  per  pound  or  quart 
of  commodities  bought  in  small  quantities  and  large. 

Much  oral  work  is  required.  The  meanings  of  processes  are 
always  taught  through  concrete,  appreciable  illustrations.  Suffic- 
ient use  of  abstract  numbers  is  made  to  make  processes  automatic. 
In  written  work,  emphasis  is  placed  upon  simple,  correct  form. 

Reviews  are  thorough  and  frequent.  Every  effort  possible  is 
made  to  lead  children  to  appreciate  arithmetic  as  a  tool  usable  in 
solving  important,  everyday  problems  in  life. 

Furnishing  a  five-  or  six-room  apartment.  This  will  familiar- 
ize children  with  current  values  and  prices  of  household  furnish- 
ings— furniture,  rugs,  curtains,  and  utensils,  and  will  unify  the 
number  work  with  the  industrial  arts  subject  matter,  making  for 
economy  and  intelligence  in  the  expenditure  of  money  for  house- 
hold needs. 

Music 

Second  Phase.  Continuation  of  the  work  from  notation 
to  song: 

I.  Continuation  of  the  phrase  reading,  commenced  in  the 
fourth  year,  practiced  in  connection  with  song  work.  Gradual 
increase  in  the  difficulty  of  phrases  used,  and  shortening  the  time 
allowed  for  observing.    The  use  of  minor  phrases  upon  which  to 


Grade  V  113 

write  variations.    Continuation  of  the  same  attention  to  means  of 
interpretation  employed  in  the  previous  grades. 

2.  Fundamentals  of  good  tone  studied  as  such:  a.  Breath, 
deep  and  free,  controlled  by  the  muscles  about  the  waist,  b.  Loose 
and  flexible  muscles  about  the  neck  and  mouth,  c.  Resonant  body 
especially  chest  and  head.  d.  The  recognition  and  use  of  head 
tones,    e.  Learning  a  classified  list  of  good  singing  vowels. 

3.  Development  of  the  minor  mode  giving  experience  of 
minor  tones,  observing  and  describing  what  makes  them  sound  as 
they  do.  Learning  how  to  sing  the  new  tones.  Practice  on  the 
harmonic  and  melodic  forms  of  the  minor  scales  and  chords. 

4.  Speed  work  in  recognition  of  signatures. 

5.  Continuation  of  work  in  Readers. 

Program  Music,  and  History  of  Music.  Programs  and 
concerts  are  given  in  the  semi-monthly  assemblies  from  material 
used  in  class-room  work.  Folk  songs  of  peoples  studied  in  history. 
Study  of  the  chant.  Minstrels — minnesingers,  troubadors,  and 
others  suggested  by  studies  in  history  and  literature.  Stories  of 
the  first  operas.    The  development  of  musical  instruments. 

Songs.  See  the  list  of  songs  under  Music  for  the  sixth  grade 
which  contains  song  material  appropriate  for  the  grades  above  the 
fourth,  page  132. 

Physical  Education  and  Hygiene 
The  aim  of  the  work  here,  while  including  all  that  applies  to 
work  of  the  preceding  grades,  is  to  give  greater  poise  and  self- 
control,  and  to  stimulate  alertness  through  quick  and  correct  re- 
sponses to  situations  in  plays  and  games,  and  to  commands. 

The  work  of  the  year  centers  about  life  activities  in  the  earlier 
and  later  Middle  Ages,  and  the  sports,  games,  and  other  recrea- 
tions of  present  day  life.  The  village  life  of  the  people  of  the 
Middle  Ages  supplies  an  ahundance  of  material  for  practical  use 
in  the  gymnasium. 

1.  Dramatic  games:  Dramatization  of  Knhin  Hood  as 
typical. 

2.  Folk  dances:  Laudiuin  IUmicIics;  Trcnchmorc ;  Wassail 
Dance ;  Morris  Dances. 

3.  Games  of  skill:  Dodge  liall;  Follow  I'all ;  Snatch  the 
Handkerchief;  Square  Relay  ;  Teacher  Relay  ;  etc. 

4.  Apparatus:  Stall  bars;  ropes;  ladders;  boom. 


1 14  Sf^cycr  Scliool  Ciirriciilnm 

5.  Tcclinique:  Marching — in  2's  and  4's,  front,  and  to  the 
rear.  General  exercises :  continued  as  in  Grade  IV.  Simple  com- 
binations with  wands  and  dumb-bells.  Running,  jumping,  hang- 
ing, climbing,  swimming,  bowling,  archery,  single  stick ;  emphasis 
upon  form. 

Hygiene 

In  addition  to  the  necessity  for  personal  care  of  the  body  in 
order  to  succeed  in  the  various  forms  of  physical  activity,  empha- 
sis is  placed  upon  the  qualities  of  courage,  gallantry,  consideration 
for  others,  and  personal  appearance.  The  aesthetic  element  in 
physical  carriage  and  action  is  strong  in  the  Greek  life  and  with 
the  period  of  chivalry  made  familiar  to  the  children  in  the  fourth, 
fifth,  and  sixth  grades. 

In  connection  with  industrial  studies,  attention  is  given  to  the 
needs  for  sanitary  conditions  in  factories  and  work  shops,  and 
cleanliness  and  freedom  from  dust  in  the  making  of  textiles  and 
textile  products.  Practically  every  unit  of  industrial  arts  work 
taken  up  involves  important  questions  of  sanitation  or  personal 
hygiene.  Reference  is  frequently  made  to  the  topics  outlined  in 
the  second  grade  under  Social  and  Industrial  Life  on  the  Depart- 
ment of  Heatlh  of  New  York  City,  page  38. 


SIXTH  GRADE 

English 

Reading  and  Literature.  Among  the  selections  used  in 
this  grade,  the  following  are  most  worthy  of  note,  and  these  illus- 
trate the  types  chosen : 

Prose  : 

A  Man  without  a  Country — Hale 

Rip  Van  Winkle — Irving 

Legend  of  Sleepy  Hollow — Irving 

The  King  of  the  Golden  River — Ruskin 

Heidi — Spyri 

Ivanhoe — Scott 

Nurnberg  Stove — Ouida 

The  Goldbug— Poe 

Poetry  : 

The  DaflFodils— Wordsworth 

The  Gladness  of  Nature — Bryant 

To  a  Waterfowl — Bryant 

The  First  Christmas — Van  Dyke 

Love  of  Country — Scott 

Star  Spangled  Banner — Key 

Battle  Hymn  of  the  Republic — Howe 

Columbus — Westward — Joaquin  Miller 

Little  Brown  Hands — Krout 

A  Boy's  Song — Hogg 

The  Last  Leaf — Holmes 

Abou  Ben  Adhem — Hunt 

Ring  out,  Wild  Bells,  in  part — Tennyson 

Oh  Little  Town  of  Bethlehem — Brooks 

Thanksgiving — Emerson 

Psalms,  19,  24,  and  90 — The  Bible. 

The  Beatitudes— The  Bible 

Famous  Rides: 
Loch  invar — Scott 

How  They  Brought  the  Good  News  from  Ghent  to  Aix — Brown- 
ing 
John  Gilpin's  Ride — Cowper 
Paul   Revere's   Ride — Longfellow — Reviewed   from   fifth   grade 

Memorizing.  In  addition  to  a  thorough  review  of  the  selec- 
tions memorized  in  preceding  grades,  a  number  of  the  selections 
most  appreciated  in  this  grade  are  memorized.  Attention  is  given 
to  the  presentation  of  memorized  material. 

Especial  attention  is  called  to  selections  portraying  color, 
sound,  and  motion,  the  beauty  of  sunri.se,  sunset,  and  the  changing 

"5 


Ii6  Spcycr  School  Curriculum 

of  seasons.  Many  short  selections  of  two  or  three  hnes  only  are 
used  in  this  work.  Much  matter  of  excellent  quality  for  reading 
is  found  in  direct  relationship  to  the  history  of  these  grades. 
Vocabularies  and  ideas  are  very  markedly  enlarged  by  the  work  in 
history  and  industrial  arts. 

Several  regular  reading  text-books,  periodicals  containing 
literary  matter  and  current  events,  and  some  other  matter  not  too 
difficult  are  used  for  sight  reading. 

The  reading  for  about  one-third  of  the  year  is  by  the  plan  of 
individual  reading  described  under  the  fifth-grade  English,  page 
92.  The  list  of  books  from  which  selections  are  made,  or  typical 
of  the  kinds  used,  is  the  same  as  that  given  for  the  fifth  grade, 
page  93. 

Word  Study.  Spelling  appropriately  emphasized  in  all 
subjects.  Use  of  the  dictionary  further  developed.  Continued 
attention  to  syllabication.  Further  attention  to  the  more  import- 
ant prefixes,  suffixes,  and  root  forms  aids  in  the  development  of 
word  sense  and  word  interests.  Review  of  rules  in  spelling  pre- 
viously learned  with  further  generalizations  as  opportunity  offers. 
Conscious  and  constant  attention  to  word  forms  in  direct  relation- 
ship to  usage  makes  directly  for  enlargement  of  vocabulary  and 
correctness  in  expression. 

Language.  All  the  forms  of  written  work  in  the  fifth  grade, 
q.  v.,  are  continued,  together  with  the  keeping  of  a  diary  through 
the  school  year.  Writing  from  outline,  paragraphing,  simple 
business  forms,  letter  writing,  invitations,  acceptances,  and  re- 
grets receive  attention.  Effort  is  made  to  secure  correctness  in 
sentence  form  and  the  choice  of  the  most  appropriate  words. 
Much  attention  is  given  to  variety  in  expression,  using  freely 
selections  from  literature  as  illustrations. 

The  following  points  in  grammatical  structure  are  taken  up 
in  this  grade : 

I.     Parts  of  Speech. 

1.  Nouns — Work  of  previous  grade  reviewed. 

2.  Pronouns — Ear  training  continued. 

3.  Adjectives — Comparison:  use  of  comparative  form  in 
speaking  of  two  things,  of  superlative  with  three  or  more ; 
review  of  work  of  fifth  grade. 


Grade  VI  117 

4.  Verbs — Continued  from  fifth  grade ;  review  of  trouble- 
some irregular  forms ;  drill  on  the  use  of  sit  and  set,  lie 
and  lay,  rise  and  raise,  should  and  would,  might  and 
could,  etc. 

5.  Adverbs — Continued  drill  and  use  of  the  right  forms. 

6.  Conjunctions — Exercises  to  teach  the  use  of  a  variety  of 
conjunctions. 

II.     Sentence  Study. 

1.  Subject  and  predicate — simple  forms  to  be  taught  after  a 
review  of  complete  subject  and  predicate. 

2.  Simple,  complex,  and  compound  sentences — Much  atten- 
tion to  correct  arrangement  of  sentences  in  accord  with 
principles  of  unity  and  coherence. 

3.  Declarative,  interrogative,  imperative,  and  exclamatory 
sentences. 

III.     Miscellaneous. 

1.  Review  and  enlargement  of  all  points  in  the  previous 
grade. 

2.  Direct  quotations — divided. 

3.  Simile  and  f>ersonification. 

4.  Double  negatives  to  be  avoided. 

Writing 

Continued  emphasis  upon  legibility  and  a  fair  degree  of 
speed.  Standards  are  maintained  by  the  application  of  Thorn- 
dike's  Handwriting  Scale  two  or  three  times  within  the  year. 
Children  are  taught  to  test  themselves  by  this  scale. 

History,  Civics,  and  Social  Life 

In  the  Sixth  Grade  the  thread  of  European  history  is  fol- 
lowed through  England  as  being  the  country  most  nearly  con- 
nected with  American  life.  The  work  follows  the  commercial 
expansion  to  America,  and  through  the  explorers  of  France, 
England  and  Spain  takes  up  American  history  as  a  phase  of 
European  history  of  which  it  formed  a  part. 

In  the  study  of  geography,  industrial  arts,  and  current  events, 
the  greatest  possible  use  is  made  of  historic  elements.  In  the 
history  work  as  such,  constant  references  arc  made  to  gcographi- 


Il8  Speyer  School  Curriculum 

cal  relationships.     Maps  are  an  essential  and  almost  constant  aid 
in  this  study. 

I,     The  Crusades. 

1.  The  custom  of  the  Christians  to  visit  the  Holy  Land. 

2.  Conquest  of  Jerusalem  by  the  Turks,  profanation  of  holy 
places,  treatment  of  Pilgrims. 

3.  Pope  Urban  and  the  preaching  of  the  first  crusade. 

4.  Peter  the  Hermit,  and  Walter  the  Penniless. 

5.  Richard  the  Lion-Hearted ;  his  character ;  his  method  of 
getting  money, — Jews,  towns ;  his  work  in  the  Holy  Land, 
Saladin ;  his  quarrel  with  Philip  IV.  of  France ;  his  ship- 
wreck and  capture ;  his  ransom ;  what  his  work  did  for 
England. 

6.  The  Children's  Crusade.  This  has  very  little  historical 
significance,  aside  from  showing  the  fanaticism  of  the  time, 
but  it  is  very  interesting  to  children  of  this  grade. 

7.  Effects  of  the  Crusades. 

IL     Development  of  England. 

1.  Growth  of  the  power  of  the  people:  Signing  of  Magna 
Charta  by  King  John.  Beginning  of  the  House  of  Com- 
mons by  Simon  de  Montfort.  Calling  of  Model  Parlia- 
ment by  Edward  1. 

2.  Extension  of  Rule.  Wales  conquered.  Scotland  con- 
quered— Wallace.  Bruce.  Hundred  Years'  War  as  the 
result  of  attempt  to  rule  France:  a.  Battle  of  Crecy  and 
its  eflFect  upon  Feudalism,  b.  Black  Death  and  its  effect 
upon  the  life  of  the  peasants,  c.  Portiers  and  Agincourt 
and  the  effect  upon  national  pride,  d.  Joan  of  Arc  and 
the  battle  of  Orleans,  e.  Effect  of  the  war  in  increasing 
the  power  of  the  House  of  Commons. 

3.  Language,  manners,  and  customs  of  England  in  the  four- 
teenth century  based  upon  selections  from  the  Canterbury 
Tales. 

IIL     Renaissance. 

1.  Revival  of  interest  in  classical  literature. 

2.  Invention  of  printing.     Gutenberg.     Caxton. 


Grade  VI  119 

3.  Revival  of  interest  in  painting  and  sculpture:  Leonardo 
da  Vinci.    Michael  Angelo.    Raphael.    Titian. 

4.  New  discoveries  in  science :  Copernicus.     Galileo. 

5.  Savonarola  as  a  forerunner  of  the  Reformation. 

IV.  Discoveries  in  the  New  World:  Columbus.  The  Cabots. 
Cortez,  and  Pizarro  in  Mexico  and  Peru.  De  Soto. 
Hudson. 

V.  The  Reformation  and  its  results. 

1.  Luther  and  the  way  he  developed  a  following. 

2.  Henry  VHL  and  the  Reformation  in  England. 

VL     Reign  of  Elizabeth  in  England. 

1.  Dangers  from  Spain  and  the  Armada. 

2.  Drake,  Hawkins,  and  Raleigh. 

3.  Life  in  the  sixteenth  century  as  related  to  Shakespeare 
and  the  theater. 

Vn.     Settlement  of  the  New  World. 

1.  Jamestown  and  the  settlement  of  Virginia. 

2.  Plymouth  and  the  settlement  of  Massachusetts. 

3.  New  York,  the  home  state  of  the  children,  studied  in 
more  detail  in  its  settlement  and  early  history,  and  as  a 
type  of  colonial  life. 

References  : 

The  Crusaders,  Church — Macmillan. 

The  Crusades,  Cox — Longmans. 

The  Children's  Crusade,  Gray — Houghton. 

Short  History  of  the  English  People,  Green — Harper. 

Short  History  of  England,  Cheney — Ginn. 

History  of  Western  Europe,  Robinson — Ginn. 

Reading  I,  Robinson — Ginn. 

Mediaeval  Civilization,  Adams — Amer.  Bk.  Co. 

Pioneer  H'story  Stories,  McMurry — Public  School  Pub.  Co. 

Discovery  of  America,  Fisk — Houghton. 

Manners  and  Customs  of  the  Middle  Ages.  Lacroix — Applcton. 
Good  historical  fiction: — God  Wills  It,  a  story  of  the  first  cru- 
sade,  Davis;   ^vanhoe,   Scott;   The   Talisman,   a   story   of  the 
third  crusade  in  which  Richard  of  England  is  the  hero,  Scott; 
The  Cloister  and  the  Hearth,  Reade. 


120  Sf'cycy  Schoot  Curr'iculiiin 

Industrial  and  Fine  Arts 

The  numbers  under  Projects  refer  to  the  topics  with  respec- 
tive numbers  under  Subject  Matter. 

The  work  outlined  indicates  a  close  correlation  in  many 
points  between  the  history,  geography,  or  nature-study  and  the 
industrial  and  fine  arts.  This  fact  must  be  kept  in  mind  to 
preserve  the  unity  of  the  work.  The  fine  arts  outline  gives 
particular  attention  to  the  design  of  projects. 

Under  some  units,  selection  may  be  made  from  among  the 
topics  listed.  A  single  project  of  a  number  may  be  adequate 
to  demonstrate  a  particular  principle  or  process. 

For  list  of  reference  books,  see  Appendix. 

I.     Foods. 

Subject  matter. 

1.  Dough  and  batters,  methods  of  preparing. 

2.  Methods  of  lightening  doughs — by  air  in  tgg  or  folded 
pastry ;  by  baking  powder ;  by  soda  and  sour  milk ;  by  yeast. 

3.  Dietaries — organizing  the  food  values  of  various  pro- 
ducts studied  so  as  to  give  basis  for  planning  meals  with  approxi- 
mate balance. 

4.  Fermentation — summary  of  previous  studies ;  causes — 
yeast  and  bacteria ;  evidences ;  favorable  conditions ;  methods  of 
prevention — sterilization  in  canning,  pasteurization  of  milk;  uses 
of  sour  milk;  useful  fermentations — butter,  cheese,  bread  and 
vinegar. 

5.  Economics  of  foods — substitutes  for  meats  in  food  value ; 
comparative  cost  of  milk,  eggs,  meat,  and  vegetables ;  cooking 
left-overs ;  buying  in  season ;  buying  in  quantities. 

6.  Colonial  cookery — ^brown  bread,  baked  beans,  Indian 
pudding,  pickles,  corn  bread,  etc.    Dutch  luncheon. 

7.  Tea,  coffee,  and  cocoa — food  value,  hygienic  questions. 

8.  By-products  of  foods — candle  dipping,  candle  molds. 
See  Tools ;  Soap  Making. 

Projects : 

I  and  2.     Cake. 

3.  Menus. 

4.  Canning. 

5.  Left-over  dishes. 


Grade  VI  121 

6.     Dutch  luncheon  of  the  Colonial  period. 
8.     Soap,  candles.    See  Tools  and  Machines. 

II.  Shelter. 
Subject  matter: 

1.  American  houses,  in  connection  with  history — study  of 
types  of  construction  in  houses  and  furniture  growing  out  of 
conditions  of  environment — log  cabin  and  hewed  log  furniture, 
colonial  house  and  furniture,  the  bungalow  and  mission  furniture, 
the  apartment  house. 

2.  Modern  conveniences — lighting,  electric,  gas,  kerosene, 
candle — see  Foods,  by-products ;  plumbing  and  sanitation ;  inven- 
tions of  Argard,  Murdock,  and  Edison. 

3.  Construction — mission  furniture  type,  framed  house 
building. 

Projects : 

1.  Model  of  log  cabin. 

3.  Book  rack  either  with  ends  attached  by  gain  or  with 
coping  saw  method. 

III.  Clothing. 

I.  Flax — process  from  planting  seed  to  woven  project; 
flax  industry  in  Europe ;  flax  growing  in  the  United  States ;  uses 
and  advantages  of  linen ;  adulterations  and  tests ;  charts  showing 
flax  industry. 

2.  Tests  of  fibres  and  fabrics — a  summary  of  the  four 
principal  fibers,  feeling,  burning,  breaking,  untwisting,  using  oil, 
using  chemicals. 

3.  Lace  making  industry  in  Europe,  in  connection  with 
geography,  machine  imitations  of  Cluney,  torchon,  and  Valen- 
ciennes. 

4.  Design  in  textiles — woven,  study  of  hcddlcs.  Jacquard 
loom,  etc.;  typical  weaves — plain,  twill,  and  satin;  tied-and-dyed ; 
stencil ;  wood-block  print ;  embroidery  ;  printed  design — weaken- 
ing of  goods  by  some  factory  methods. 

5.  Dyeing — colonial  dyeing  with  vegetables  of  environ- 
ment compared  with  coal  tar  dyes  of  to-day,  the  latter  in  con- 
nection with  geography  of  Europe. 

6.  Weaving — colonial  loom,  used  in  rug  and  carpet  weav- 
ing, compared  with   machinery  in   mills ;  historic  inventions  in 


122  Speycr  School  Curricidmii 

weaving  machinery — Cartwright,   Kay,   Hargreaves,  Arkwright, 
Jacquard.     See  Tools  and  Machines. 

7.  Garment  construction  and  sewing — laundry  bag  as 
machine  made  project;  petticoat  or  work  apron,  cutting  and 
making ;  drafting  a  work  apron  to  measurements ;  using  com- 
mercial patterns. 

8.  Machine — parts,  care,  stitching,  use  of  gauge,  influence 
on  clothing  making  as  an  industry ;  inventions  of  Howe,  Singer, 
and  Wilson.    See  Tools  and  Machines. 

9.  Repair  of  clothing — darning  stockings  and  sweaters, 
restoring  mesh  and  design  if  any ;  care  of  clothing. 

10.  Buttons — materials  used,  and  processes  of  manufacture. 

11.  Manufacture  of  shoes  and  raincoats  in  connection  with 
the  study  of  the  rubber  industry  in  the  geography  of  South 
America;  Goodyear  and  the  history  of  the  rubber  industry. 

Projects: 

1.  Flax  processes. 

2.  Tests  of  four  fibers  and  fabrics. 

4.  Studies  in  design. 

5.  Dyeing  rags  for  rugs. 

6.  Loom  with  adjustable  beams  and  heddle;  weaving  rag 
rug. 

7.  Laundry  bag,  w^ork  apron,  drafting  pattern,  adapting 
commercial  pattern  to  measurements. 

8.  Sewnng  on  machine.    See  Tools  and  Machines. 

9.  Darning  stockings  and  sweaters. 
II.     Chart  of  rubber  industry. 

rV.     Records : 
Subject  matter: 

1.  Historical — influence  of  crusades  on  spread  of  paper 
making ;  wood-block  printing :  movable  types ;  invention  of 
printing;  life  of  Gutenberg,  Fust,  and  Caxton ;  influence  of 
printing  on  spread  of  learning.    See  History,  III,  page  118. 

2.  Modern  processes ;  type-setting — hand  composition, 
linotype,  monotype,  modern  press ;  modern  book  making — zinc 
etching,  copper-plating — see  Tools  and  Machines ;  half  tones, 
steel  engraving;  William  Ged  and  stereotyping. 

3.  Mending  and  care  of  books. 

4.  Bibliography  continued.  See  Fifth  Grade,  Records, 
IV. 


Grade  VI  123 

Projects: 

1.  Wood-block  printing  of  end-sheets  of  book. 

2.  Book,  sewed  on  tapes,  double  end  sheets ;  sewing  frames 
for  sewing  second  book  if  made ;  bibliography  continued ;  type- 
setting and  printing  of  a  program,  invitation  or  motto — individual 
project;  zinc  etching  or  engraving,  electroplating — a  stick  pin,  or 
hat  pin  as  an  illustration  of  the  process.    See  Tools  and  Machines, 

4. 

3.  Mending  books. 

4.  Bibliography  case  of  wood. 

V.  Utensils. 

Subject  matter: 

1.  Pottery — bowls  with  emphasis  on  glazes;  summary  of 
growth  of  the  pottery  industry ;  stories  of  life  of  Palissy,  Enoch 
Wood,  Wedgwood ;  characteristics  of  Italian,  French,  Delft, 
Dresden,  and  English  pottery ;  use  of  a  plaster  turning  table  in 
building  pottery ;  relief  work  for  design. 

2.  Paper  box  industry  as  a  vocation  of  women  and  girls, 
bon  bon  boxes,  cretonne  boxes,  etc. 

3.  Concrete  flower  pots — moulds  with  inside  forms ;  the 
mixing  and  pouring  of  concrete ;  concrete  as  a  construction 
material ;  reinforced  concrete ;  strength,  cost,  durability,  and 
advantages  of  concrete ;  process  of  making  cement. 

4.  Riveting. 

5.  Hammering  and  annealing  copper. 

Projects : 

1.  Bowl  glazed;  plaster  of  Paris  turning  table;  relief  deco- 
ration of  pottery. 

2.  Handkerchief  or  glove  box,  covered,  lined,  padded. 

3.  Concrete  flower  ix)t  and  wooden  forms. 

4.  Copper  tray  with  riveted  handles. 

5.  Copper  bowl  by  hammering  and  annealing,  etched  design. 

VI.  Tools,  Machines,  and  Weapons. 

Subject  matter: 

I.     The  carpenter's  tools — a  summary  of  tools  used  to  show 
development  from  primitive  cutting,  boring,  scraping,  splitting, 


124  Sf^cycr  School  Curriculum 

and  pouiuliiij;"  tools,  including  the  value  of  power  saws,  drills, 
planers,  and  lathes. 

2.  The  Industrial  Revolution:  the  flying  shuttle  and  Kay, 
the  spinning  jenny  and  Hargreaves,  the  water  wheel  and  Ark- 
wright.  the  mule  and  Crompton,  the  power  loom  and  Cartwright, 
the  steam  engine  and  Watt — to  show  the  change  in  industrial  life 
due  to  the  invention  of  machinery. 

3.  The  steam  engine,  illustrating  the  cylinder  and  piston, 
the  cam,  and  link  motion ;  Watt  and  the  application  of  steam ; 
Stevenson  and  the  first  railway ;  Fulton  and  the  first  steamboat ; 
Hero,  Parsons,  Stevens,  and  Ericsson. 

4.  Electricity — push-buttons,  bells,  magnetism,  cells, 
storage  batteries ;  Franklin  and  the  kite ;  the  telegraph,  and 
Chappe,  Henry,  INIorse,  \^ail.  Cornell ;  the  cable  and  Field ;  wire- 
less and  Marconi ;  the  telephone  and  Wheatstone  and  Bell ; 
dynamos,  electric  cars,  automobiles,  and  motor  boats ;  electric 
lights  ;  Edison  and  Tesla ;  electroplating.    See  Records. 

5.  Pumps  and  the  principle  of  suction — air  pump,  lifting 
pump,  force  pump,  bicycle  pump,  the  fire  engine,  the  vacuum 
cleaner. 

6.  Locks,  levers,  and  springs. 

7.  Modern  seeding  and  harvesting  machinery — gang 
plows,  seeders,  drills,  cultivators ;  harvesting  and  threshing 
machinery,  summarizing  development  from  primitive  implements ; 
McCormick,  Appleby. 

8.  Sewing  machine  and  Elias  Howe. 

9.  Lights — candles,  kerosene,  gas,  electric.     See  Shelter. 

10.  Weather  observations — the  barometer  and  atmospheric 
pressure ;  the  bariograph ;  the  thermometer  and  the  expansion  of 
liquids ;  the  skiameter  and  the  inclination  of  the  earth's  axis ; 
the  anemometer  and  the  power  of  wind.    See  Geography. 

11.  Aids  to  travel,  summarizing  previous  work;  canoes  and 
row  boats,  the  lever ;  sailing  vessels,  wind  power ;  steamships 
and  railways ;  automobiles,  car  lines,  and  motor  boats,  electricity 
and  gasolene ;  balloons  and  aeroplanes,  the  buoyancy  of  air ; 
Langley,  Wright  Brothers. 

12.  Plumbing  and  the  mechanics  of  gases. 

13.  Stoves  and  furnaces,  and  combustion,  drafts,  trans- 
mission of  heat,  ventilation ;  the  fireless  cooker ;  the  pressure 
cooker. 


Grade  VI  125 

14.  Weapons:  gunpowder;  firearms — flint-lock  muskets, 
rifles ;  cannons. 

Projects: 

4.     Wiring  for  electric  bells  or  for  telephone ;  simple  motor. 

8.  Cleaning  and  care  of  the  sewing  machine. 

9.  Candles.     See  Colonial  luncheon  under  Foods. 
10.     Barometer;  skiameter. 

14.     Gunpowder. 

Fine  Arts 

Design. 

Line:  proportion;  shape;  divisions;  groupings;  rhythm. 
The  book  is  studied  extensively  and  offers  great  opportunity  for 
design  in  covers,  wood-block  printed  end-papers,  and  shapes  of 
letters.  Construction  of  pattern  in  connection  with  wood-block 
printed  textiles,  and  end-papers.  Initial  letters  designed.  Clay 
bowls  designed,  and  afterward  made  and  fired. 

Tone:  massing ;  two  values  ;  three  values.  Massing  of  trees 
in  study  of  their  forms.  Landscape  compositions  in  two  tones, 
brush.     Flower  compositions  in  three  values.     Charcoal. 

Color:  hues ;  values ;  intensities.  Color  theory  reviewed 
and  applied  in  all  designs  as:  Designs  for  telephone  index,  and 
other  articles  ;  Christmas  candy  boxes.  Some  work  in  copying 
of  good  color  schemes. 

Representation.     Drawing   of   still    life   in   accented   line, 
charcoal,   allowing  dark   paper  to   take   place   of   shadow,   and 
putting  color  on   light   side  of  object.     Cylindrical   perspective 
continued  and  extended. 
Picture  Study. 

Michael   Angclo  —  Creation         Michael  Angelo — Tombs  of 
of  Man  the  Medicis 

— Delphic  Sibyl  Corot — The  Lake 

— Prophet  Jeremiah  Hobbcma — The  .\ venue  of 

— Statue  of  David  Middcliiarnis 

— Statue  of  Moses  l-'raiicesca — The  Nativity 

da  Vinci — Last  Supper  — The  Piaptism 

Raphael — Sistine  Madonna  Ruysdacl — The  Windmill 

Titian — The  Tribute  Money         J.  W.  Alexander — The  Evo- 
— Flora  lution  of  the  Book 


ia6  Spcycr  School  Curriculum 

Cathedrals:  Amiens,  Rheims,  Chartres,  Notre  Dame;  other 
Gothic  forms,  Salisbury  and  Cologne;  Renaissance  types,  St. 
Paul's  and  St.  Peter's. 

A  study  of  the  best  American  illustrators  is  taken  up  in 
this  grade ;  as  Jules  Guerin.  Maxfield  Parrish,  Elizabeth  Shipman 
Green,  Jessie  Wilcox  Smith,  Joseph  Pennell,  and  others. 

Geography  and  Nature-Study 

The  work  of  the  year  includes  a  study  of  the  continents  of 
South  America  and  Europe.  In  connection  with  the  study  of 
South  America,  the  wind  system  of  the  world  receives  careful 
consideration  with  especial  reference  to  climate.  This  forms  a 
basis  for  ati  interpretation  of  the  climatic  conditions  of  the  other 
continents  as  they  are  studied. 

In  the  study  of  history,  and  of  current  events  geographical 
aspects  receive  constant  attention. 

Near  the  close  of  the  year,  the  causes  of  day  and  night,  and 
the  change  of  seasons  are  studied  in  some  detail. 

South  America.     Time,  about  12  weeks. 

The  emphasis  is  placed  directly  on  the  products  which  South 
America  contributes  to  the  rest  of  the  world  and  upon  the  articles 
which  the  people  of  South  America  import  to  supply  their  needs. 
Reasons  for  lack  of  manufactures  are  considered.  The  relation  of 
the  United  States  to  these  countries,  and  the  probable  influence 
of  the  Panama  Canal  are  kept  constantly  in  mind.  The  outline 
following  is  suggestive  only,  but  it  indicates  somewhat  of  the 
method  by  which  physiographic  and  locative  features  of  impor- 
tance are  taken  up  as  controls  of  products  and  commerce : 

1.  Tropical  products:  coffee,  rubber,  cocoa,  Brazil  nuts, 
vegetable  ivory,  and  manioc.  Belt  of  calms,  trade  winds,  rain- 
fall, luxuriant  vegetation,  Amazon  River  and  tributaries,  Orinoco 
River,  typical  animals,  and  native  workers.  Water  transportation, 
difficulties  of  railroad  building  in  the  tropics.  United  States  as 
a  source  of  materials.  Exporting  centers — Rio  de  Janeiro,  San- 
tos, Para,  Caracas,  and  Barranquilla. 

2.  Temperate  products:  wheat,  flax  seed,  animal  products. 
Pampas,  Parana  River,  prevailing  westerlies,  effect  of  alti- 
tude upon  products.  Relation  of  products  to  the  United  States. 
Wheat  as  a  rival  in  the  markets  of  western  Europe,  wool  and 


Grade  VI  127 

hides   to  supplement   our   own   supplies.      Exporting  centers — 
Buenos  Aires  and  \'alparaiso. 

3.  Mineral  products :  nitrate  of  soda,  guano,  asphaltum, 
gold,  silver,  tin,  copper,  diamonds,  and  emeralds.  Beasts  of 
burden  in  mountain  regions.  Character  of  Andes  Mountains. 
Plateaus  as  the  seat  of  Inca  civilization.  Exporting  centers — 
Iquique,  Callao,  and  Guayaquil. 

4.  Exports  of  V3.vf  materials.  Imports  of  manufactured 
articles.  Causes  of  trade  conditions,  and  opportunities  of  the 
United  States.  Religion,  language,  and  government  of  the  people. 
Outlook  for  these  countries. 

Europe.     Time,  about  24  weeks. 

As  in  South  America,  the  physiographic  and  locative  features 
of  Europe  are  emphasized  as  controls  of  the  products  and  com- 
merce. Europe  is  studied  from  the  point  of  view  of  the  relation 
its  countries  bear  to  the  interests  of  United  States.  The  points 
of  contact  are  four :  Immigration ;  exports  to  Europe  from  the 
United  States  and  the  reasons ;  imports  from  Europe  into  the 
United  States  and  reasons ;  and  scenic  and  historical  points. 

1.  Immigration.  DiflFerent  nationalities  entering  this 
country  from  Europe ;  location  of  countries ;  occupations  and 
standards  of  living  of  these  peoples;  their  religion  and  govern- 
ment ;  their  literacy  or  illiteracy ;  change  of  source  of  immigrants 
from  north-western  Europe  to  south-eastern  Europe ;  comparison 
of  types  as  to  desirability  ;  efforts  of  the  government  of  the  United 
States  to  make  good  citizens  of  immigrants. 

2.  Exports  to  Europe  based  on  the  ten  leading  articles 
exported  from  the  United  States :  Cotton ;  breadstuffs ;  meat  and 
dairy  products ;  iron  and  their  products ;  copper  and  its  products ; 
mineral  oils ;  wood  and  its  products ;  leather  and  its  products ; 
tobacco  and  its  products ;  and  coal. 

The  following  outline  of  topics  related  to  the  exportation 
of  cotton  to  Europe  is  suggestive  only : 

Country  receiving  most  of  the  cotton  ;  reason  in  moist  climate  ; 
winds  and  currents  causing  this  moisture ;  location  of  coal  beds 
for  power;  leading  centers;  Manchester  canal. 

It  is  necessary  to  deal  only  unth  products  exported  to  Europe, 
and  each  article  must  be  considered  to  see  whether  people  in 


128  Speyer  School  Curriculum 

Europe  need  it.  If  so,  why,  and  if  not,  why  not.  The  "Report 
of  Commerce  and  Finance,"  published  by  the  Department  of 
Commerce  and  Labor,  is  very  helpful  here.  Other  sources  of 
information  are  the  "World  Almanac,"  and  "Statistical  Abstract 
of  Foreign  Countries,"  the  former  published  by  the  New  York 
World,  the  latter  by  the  Department  of  Commerce  and  Labor, 
Washington.  Some  geographies  include  portions  of  similar 
information  in  the  appendix. 

3.  Imports  into  the  United  States  of  importance  are  simi- 
larly taken  up  and  emphasis  placed  only  on  products  received 
from  Europe,  the  problem  now  being  to  account  for  the  surplus 
which  can  be  sent  to  the  United  States.  Each  group  of  the  ten 
leading  imports  must  be  investigated  to  see  whether  it  is  received 
from  Europe :  Silk ;  sugar ;  chemicals,  drugs,  and  dyes ;  rubber 
and  gutta  percha ;  cotton — raw  and  manufactured ;  copper  and 
jewelry ;  fibres — flax,  hemp,  ramie ;  hides  and  leather ;  wood  and 
its  products ;  and  wool. 

4.  Scenic  and  historical  centers  as  time  permits. 

References  : 

Commercial  Geography,  Robinson — Rand,  McXally,  1910. 

World  Almanac — New  York  World,  annually. 

Report  of  Commerce  and  Finance,  and  Statistical  Abstract  of 
Foreign  Countries — Department  of  Commerce  and  Labor, 
Washington,  D.  C. 

Agricultural  Graphics,  Bull.  No.  78 — Dept.  Agriculture,  Washing- 
ton, D.  C. 

Nature-Study 

Interest  in  house  plants  continues.  Flax  is  grown  in  the 
roof  garden  for  use  in  a  demonstration  of  linen  manufacture. 
Elementary  chemistry  has  its  place  in  the  studies  in  foods  and 
cookery,  in  dietaries,  in  making  tests  of  fibres  and  fabrics,  in  dye- 
ing, and  in  the  glazing  of  pottery. 

Physics  receives  much  attention  in  this  grade  in  connection 
with  geography  studies — the  thermometer  and  barometer,  the 
skiameter,  the  anemometer,  and  the  rain  gauge — and  in  the 
development  of  the  industrial  arts.  Among  the  subjects  con- 
sidered are: 

I.  Mechanical  devices:  Simple  applications  of  the  inclined 
plane,  screw,  lever,  pulley,  etc.,  in  machines  used  in  wood-work- 


Grade  VI  129 

ing,  metal-working,  clothing  manufacture,  printing,  hoisting, 
vehicles,  railways,  water  transportation,  etc.,  as  these  occur  in 
connection  with  the  various  industries  and  occupations  studied. 
See  Industrial  Arts. 

2.  Power  for  driving  machinery:  Review  of  wind  and 
water ;  steam,  electricity,  gasoline ;  inventors  in  this  field.  See 
Industrial  Arts. 

3.  Rapid  transmission  of  messages :  Telegraph,  telephone ; 
inventors  in  this  field.     See  Industrial  Arts. 

4.  Stoves :  Principles  in  the  regulation  of  drafts,  the  dis- 
tribution of  heat,  the  use  of  the  gas  stove,  the  use  of  the  fireless 
cooker  and  the  pressure  cooker. 

5.  Heating  and  ventilation :  Principles  of  the  different  types 
of  heating  stoves  and  furnaces,  and  forms  of  natural  and  artificial 
ventilation,  in  connection  with  the  problems  of  shelter  or  housing. 

6.  Pneumatics:  In  connection  with  the  vacuum  cleaner,  air 
mattresses,  pumps,  and  other  household  implements  or  furniture 
involving  the  principles. 

7.  Lighting:  In  connection  wnth  problems  of  lighting  the 
home. 

8.  Explosives :  Gunpowder. 

Mathematics 

Constant  and  thorough  review  of  fundamental  facts  and 
operations. 

Continue  work  in  common  fractions  and  decimals.  Empha- 
size decimals  in  relationship  to  percentage,  carrying  the  work  to 
thousandths. 

Addition,  subtraction,  multiplication,  and  division  of  denom- 
inate numbers  as  these  are  involved  in  present  day  life  situations. 
Tables  of  length,  surface,  cubic  measure,  liquid  measure,  dry 
measure,  avoirdupois  weight,  time,  and  United  States  money  are 
thoroughly  memorized.  Every  item  is  excluded  which  modern 
business  and  life  conditions  do  not  require  save  the  reference  to 
certain  terms  and  usages  of  historic  interest  only.  Simple  aspects 
of  board  measure  as  motivated  by  wood-work  in  industrial  art. 
Just  enough  of  Standard  Time  is  taught  to  make  its  meaning  clear 
and  usable.  Circular  measure  is  similarly  taught  as  motivated  by 
geography  work. 


130  Spi'ycr  School  Curriculum 

Such  constructive  and  inventional  geometry  as  has  occurred 
or  occurs  in  hand  work  and  other  studies  is  here  more  especially 
taken  up  and  somewhat  systematized.  Perimeter  and  area  of  rect- 
angles and  squares ;  area  and  volume  of  rectangular  solids ;  scale 
drawing  of  maps  and  graphs;  drawing  of  objects  to  scale,  and 
working  drawings  for  projects  in  industrial  arts. 

Geometrical  equivalents  of  the  units  of  measure  most  com- 
monly needed. 

Percentage,  and  simple  interest ;  time  limited  to  years  and 
months.  Learn  thoroughly  and  use  freely  the  fractional  equiva- 
lents, or  aliquot  parts,  in  solving  problems  in  percentage.  Much 
oral  work.  Objective  demonstration  of  percentage  as  applied  to 
lines,  surfaces,  solids,  and  objective  quantity  generally,  as  well  as 
to  amounts  of  money.  Practice  in  interpreting  problems,  and  in 
giving  rapid  approximations  of  answers.  Simple  problems  in  all 
of  the  cases  in  percentage,  but  cases,  as  such,  not  distinguished. 
The  everyday  importance  of  percentage  in  the  economic  usage  of 
money. 

Simple  accounts,  including  bills,  receipted  bills,  recipes,  and 
balances.  Simple  banking,  including  the  making  of  deposits,  and 
the  proper  use  of  checks. 

Practical  problems  involving  the  use  of  all  of  the  foregoing 
processes  and  giving  them  real  meaning  and  value  are  so  abund- 
ant in  the  daily  school  work  and  outside  life  interests  of  the 
children  that  care  is  needed  in  selecting  those  of  most  definite 
worth  and  those  which  will  provide  the  appropriate  sequence  in 
processes.  Among  the  sources  of  such  problems,  the  following 
are  suggested  as  typical : 

Simple  phases  of  local  business,  as,  grocery,  butcher  shop, 
hardware  store,  book  store,  bakery,  coal  yard,  fruit  stand,  or 
others,  illustrating  such  problems  as  business  men  must  daily  meet. 
This  will  involve  simple  problems  in  profit  and  loss,  and,  fre- 
quently, of  interest. 

Keeping  simple  accounts  for  definite  periods,  using  small 
account  books  properly  ruled,  the  left-hand  page  for  receipts,  the 
right-hand  for  expenditures,  balances  entered  in  red  ink,  using 
proper  form  in  capitals,  punctuation,  and  all  other  matters,  will 
give  a  basis  for  a  successful  handling  of  household,  or  other  simple 
business  accounts.     For  this  work,  the  personal  accounts  of  the 


Grade  VI  131 

pupils  are  better  than  the  longer  and  more  difficult  household 
accounts  they  might  bring  from  home.  The  factors  in  all  such 
work  should  be  real,  not  imaginary. 

Consumption,  importation,  and  exportation  of  local  products 
and  needed  materials. 

Local  passenger  and  freight  transportation.    Cartage. 

Local  wages,  salaries,  and  incomes — dressmakers,  shoe  re- 
pairers, clerks,  elevator  boys,  hotel  and  restaurant  waiters,  city 
employees,  physicians,  lawyers,  dentists,  teachers,  clergymen,  and 
others.  Standards  of  living  of  each  vocational  group.  Desirability 
of  the  several  vocations. 

Local  manufactories,  in  connection  with  industrial  arts. 

Postal  business,  local  and  personal.  Money  orders.  Express 
business,  local  and  personal.  The  parcel  post  and  the  express 
business. 

Local  rainfall.  Average  monthly  and  annual  rainfall.  Pres- 
sure of  the  air,  in  relationship  to  the  barometer  and  bariograph. 

Geometrical  forms  in  rooms,  at  home,  in  the  city,  in  industrial 
art  and  drawing. 

Local  land  forms  in  city  and  country.  National  land  unit, 
and  the  development  of  farm  sizes  and  shapes. 

Music 

Sfxond  Phase.  Completion  of  the  process  from  notation 
to  song: 

1.  Continuation  throughout  the  year  of  sight  singing.  Prac- 
tice in  recognizing  phrase  groups  as  well  as  phrases  of  part 
singing. 

2.  The  observation  of  tones  sounding  together.  The  dis- 
covery of  the  principal  chords,  their  inversions  and  how  they 
succeed  each  other ;  practice  in  learning  to  recognize  and  name 
them.    The  work  under  this  head  divided  into  several  steps. 

3.  Learning  the  key  groups.  Observing  the  change  of  keys 
that  takes  place  in  many  tunes.  Classifying  these  changes  and 
learning  the  chromatic  marks  that  indicate  each  change. 

4.  Speed  work  in  naming  degrees  of  staff  and  relating  scale 
names  to  them  in  different  keys. 

Program  Music  and  History  of  Music.  The  semi- 
monthly musical  programs  given  by  the  children  in  assembly  pro- 


132  Spcycr  School  Curriculum 

vide  this  grade  its  share  in  contributing  selections  learned  in  class- 
work  for  the  enjoyment  of  others.  Correlated  with  this  year's 
history  are  the  stories  of  the  chorale  and  chant,  and  the  study  of 
the  place  of  music  in  church  services,  in  the  theater,  and  in  social 
life.  The  great  changes  in  church  music  coming  with  the  Refor- 
mation are  considered.  Beginnings  of  the  development  of  orches- 
tras and  bands  may  be  appropriately  studied  here.  Stories  of 
several  of  the  greater  composers,  and  illustrations  of  their  work  in 
programs  offer  opportunities  for  growing  musical  appreciation 
and  interest. 

Songs.  A  list  of  songs  suggestive  of  the  types  used  in  the 
fifth  and  sixth  grades  follows.  The  books  containing  these  songs 
are  also  listed. 

Many  of  the  songs  listed  as  appropriate  for  the  tiurd  and 
fourth  grades  are  also  used  in  these  upper  grades.  See  the  list  on 
page  71. 

Songs  of  Life  and  Nature,  Eleanor  Smith — Silver,  Burdett. 

Ring  Out,  Wild  Bells;  Pussy  Willow's  Secret;  Harvest  Song; 

King  Richard,  Lion  Heart;  Snowwhite;  The  Fir  Tree. 
Song  Year  Book,  Helen  Place — Silver,  Burdett. 

September;  October;  The  Fir  Tree;  Christmas  Eve;  Sunlight 

in  Winter. 

Physical  Education  and  Hygiene 

With  some  of  the  girls  of  this  grade  entering  the  pre-adoles- 
cent  period  of  accelerated  growth,  great  care  must  be  used  in  the 
more  vigorous  exercises  and  games,  and  more  personal  supervision 
is  necessary  than  in  earlier  grades.  The  well-developed  interest 
in  organization  and  cooperation  may  be  appealed  to  in  work  re- 
quiring speed,  strength,  and  skill  in  developing  team  spirit  and 
work. 

Much  work  centers  about  the  activities  of  the  peoples  of 
western  Europe  in  the  14th  to  i8th  centuries,  of  colonial  life  in 
America,  and  of  the  recreations  of  present  day  life. 

1.  Folk  dances:  Old  English,  continued;  Dutch:  Minuet; 
Reap  the  Flax ;  etc. 

2.  Games  of  skill :  Relay  races,  advanced  ;  Bombardment ; 
Prisoner's  Base;  Base  Dodge  Ball;  Indoor  Base  Ball;  Captain's 
Ball ;  etc. 

3.  Apparatus :  Stall  bars ;  ropes ;  ladders ;  rings,  elementary. 


Grade  VI  133 

4.  Technique :  Alilitan'  tactics,  which  require  quick  response 
and  cooperation.  General  exercises :  Continued  from  Grade  V ; 
swimming-;  rowing;  canoeing.  High  jump;  dash;  obstacle  race; 
potato  race;  vaulting;  traveling — the  latter  two  with  close  super- 
vision. 

Hygiene 

Especial  appeal  is  here  made  to  pride  in  class  spirit  and  organ- 
ization, posture,  habits  of  right  living,  personal  appearance,  grace, 
bodily  control,  and  endurance  as  shown  in  relationship  to  all  daily 
activities,  to  leadership,  and  to  citizenship.  Studies  in  the  health 
aspects  of  food,  clothing,  housewifery,  and  personal  cleanliness  are 
made  in  direct  relationship  to  the  work  in  industrial  arts,  and  in 
geography  and  history.  Germ  diseases,  sources  of  infection,  and 
avoidance  of  danger  from  germs  receive  appropriate  attention. 
When  accidents  or  cases  of  sickness  occur  which  are  familiar  to 
the  children,  opportunity  is  taken  to  consider  their  bearings  upon 
hygiene.  Reference  is  frequently  made  to  the  topics  outlined  in 
the  second  grade  under  Social  and  Industrial  Life  on  the  work  of 
the  Department  of  Health  of  New  York  City,  page  38. 


THE  JUNIOR  SECONDARY  SCHOOL 

Frank  recognition  of  both  the  social  demands  and  the  psycho- 
logical needs  of  pupils  of  the  seventh,  eighth,  and  ninth  grades 
requires  that  opportunity  for  differentiation  should  be  made  in 
these  years  of  school  life.  The  number  of  subjects  possible  of 
pursuit  with  the  intensity  they  require  is  too  great  for  any  one 
pupil  to  attempt  them  all.  Furthermore,  the  value  of  these  in 
relationship  to  aptitudes  and  to  life  callings  differs  markedly  for 
different  pupils.  To  provide  for  this  differentiation,  the  junior 
secondary  school  offers  equality  of  opportunity.  Courses  may  be 
arranged  which  offer  equal  appeals  to  all  through  this  period, 
whether  it  be  a  transition  to  the  senior  secondary  school  for 
broader,  liberal  education  or  more  specialized  vocational  prepara- 
tion, or  to  a  vocation  itself.  To  meet  these  needs,  a  large  city 
requires  courses  planned  to  lead  in  the  direction  of  four  groups  of 
callings — the  professional,  the  industrial,  the  household,  and  the 
commercial. 

It  is  hoped  to  establish  all  of  these  courses  with  three  years  in 
each  at  Speyer  School  in  the  immediate  future.  At  present,  how- 
ever, the  work  is  in  a  transition  stage,  and  the  seventh  and  eighth 
grades  only  are  represented.  In  this  work,  opportunity  for  differ- 
entiation is  very  limited.  The  work  in  industrial  arts  for  boys, 
and  household  arts  for  girls  marks  the  chief  line  of  differentiation 
at  present.  The  further  development  of  the  work  planned  com- 
prehends courses  with  such  selection  in  the  fields  of  mathematics, 
science,  and  languages  as  will  meet  the  needs  of  any  who  come  to 
the  school,  whether  the  outlook  is  for  further  school  privileges,  or 
the  entrance  to  self-supporting  vocations.  Until  such  courses  are 
developed,  the  work  here  outlined  is  that  offered  by  the  seventh 
and  eighth  grades. 

SEVENTH  GRADE 
English 

Reading  and  Literature.  The  plan  of  work  fully  de- 
scribed under  the  English  in  the  fifth  grade  is  also  employed  in 
this  grade.     See  the  foregoing  statement,  page  92. 

The  following  selections  illustrate  the  types  of  literature  used 
in  this  grade.  Some  of  the  more  difficult  selections  are  read  to  the 
children  rather  than  by  them.    Reading  aloud  is  encouraged  by 

134 


Grade  VII  135 

example.  An  attempt  is  made  to  acquaint  the  children  with  a 
number  of  authors  in  a  way  which  will  create  in  them  a  love  for 
their  products.  For  example,  the  poems  of  Holmes  are  not  studied 
intensively  through  a  long  period  of  time,  but  possibly  in  a  single 
day  half  a  dozen  or  more  of  his  poems  are  read  and  enjoyed  for 
the  story  they  tell  and  the  beauty  of  form  in  telling  it  with  no  refer- 
ence whatever  to  technical  construction.  The  fundamental  aim  in 
teaching  literature  in  this  grade  is  to  cultivate  a  love  for  it  in  its 
best  forms. 


Prose : 

A  Christmas  Carol — Dickens  ••- 
King  Arthur  and  His  Knights  ■ 
Knickerbocker  History  of  New  York — Irving 
The  Perfect  Tribute — Andrews 

y  Sharp   Eyes — Burroughs "^ 

"/-Farewell  Address — Washington  Jk 

Dissertation  on  Roast  Pig — Lamb  \    f^ 

Poetry  : 

Evangeline — Longfellow 

Vision  of  Sir  Launfal — Lowell 

Julius  Caesar,  or  Midsummer  Night's  Dream — Shakespeare 

An  Autumn   Festival — Whittier  ^ 

Incident  of  the  French  Camp — Browning    * 

Sohrab  and  Rustum — Matthew  Arnold  0 

Elegy  Written  in  a  Country  Churchyard — Gray  ^  ^^ 

The   Lady  of  Shallott — Tennyson    ^ 

The  Bells,  or  The  Raven — Poe   ^ 

The  One  Hoss  Shay,  and  others — Holmes 

Concord   Hymn — Emerson 

Snowflakes — Longfellow  _• 

Psalm   19 — The   Bible  . 

New    Year's    Eve,    and    Tlie    Brook — Tennyson^ 

Doors  of  Daring — Van  Dyke  '*•. 

Recessional — Kipling   ^ 

Knee  Deep  in  June — Riley 

Sir^al^had,  selections — Tennyson 

The   Blue  and  the   Gray — Finch 

Books  Suggested  for  iNniviDfAL  Reading: 
Grandfather's  Chair — Hawthorne 
Red  Cap  Talcs — Crockett 
Red  Rover,  The  Spy,  Deerslayer — Cooper 
Boys  of  '76 — Coffin 
Treasure   Island,   Kidnapped — Stevenson 


^^p^ 


136  Speyer  School  Curriculum 

Being  a  Boy-Warner  ^"  ^...-OlJ  \}-Ma.yL 

An    Indian    Boyhood — Eastman 

The  Little  Shepherd  of  Kingdom  Come — Fox 

A  New  England  Girlhood — Larcom 

Paul  Jones — Hapgood 

Mrs.  Wiggs  of  the  Cabbage  Patch — Rice 

The   Call  of  the  Wild— London 

Lives  of  the  Hunted — Seton-Thompson 

Rudder   Grange — Stockton 

Life  of  Daniel  Boone — Thwaites 

Innocents  Abroad — Mark  Twain 

Two  Years  Before  the  Mast — Dana 

Memorizing.  In  addition  to  a  thorough  review  of  the  se- 
lections memorized  in  preceding  grades,  a  number  of  the  selections 
most  appreciated  in  this  grade  are  memorized.  Attention  is  given 
to  the  presentation  of  memorized  material,  as  well  as  to  extempor- 
aneous presentation. 

Word  Study.  Syllabication,  and  the  more  common  rules 
for  spelling  receive  appropriate  attention.  Further  development 
of  the  use  of  the  dictionary,  and  a  continued  study  of  synonyms, 
homonyms,  and  antonyms.  Words  containing  the  following  roots 
are  written  and  defined : 

Latin  roots :  ami,  year ;  art,  skill ;  aster,  star ;  aud,  hear ;  clud, 
clus,  shut;  cor,  cord,  heart;  corpus,  corpor,  body;  cur,  care;  due, 
duct,  to  lead ;  fac,  fact,  to  do,  or  to  make ;  ferr,  to  carry ;  fest, 
feast ;  foli,  leaf ;  fort,  strong ;  fract,  frang,  break ;  f rater,  fratr, 
brother ;  liber,  free ;  liter,  letter ;  man,  hand ;  mater,  hand ;  pel,  puis, 
drive ;  pend,  pens,  hang ;  ped,  foot ;  pon,  place  or  put ;  tang,  touch ; 
tempor,  time;  tent,  hold;  terr,  earth. 

Greek  roots :  chron,  time ;  ge,  earth ;  graph,  write ;  log,  speech. 

The  following  prefixes  and  suffixes : — 
ab,  from ;  ambi,  around ;  bene,  good ;  circum,  around ;  contra, 
against;  dis,  apart;  extra,  beyond;  inter,  between;  non,  not;  per, 
through  ;  pre,  before  ;  re,  back ;  semi,  half ;  super,  above ;  tri,  three ; 
uni,  one  ;  anti,  dia.  through ;  en,  on ;  mono,  alone ;  para,  aside ;  peri, 
around ;  syn,  with  ;  tele,  far ;  able,  fit  to  be  ;  acy,  state  of  being ;  an, 
pertaining  to ;  ary,  one  who ;  ate,  having ;  ic,  pertaining  to ;  id, 
quality ;  ity,  state  of  being ;  ive,  that  which ;  ment,  act  of ;  ac,  per- 
taining to ;  ics,  science  of ;  ism,  state  of  being. 

Language  and  Grammar.  As  in  previous  grades,  language 
is  taught  as  a  means  of  expression  and  technical  points  of  structure 


Grade  VII  137 

and  terminology  are  used  as  means  and  not  ends.  The  content  of 
all  oral  and  written  work  is  live  material,  produced  for  its  own 
sake  and  not  as  a  mere  device  for  teaching  form.  It  consists  of 
descriptions,  narrations,  and  expositions  of  work  done  in  other 
subjects,  arguments  growing  out  of  conflicting  viewpoints  in 
various  fields,  records  of  experiments  in  laboratories  and  school 
gardens,  recipes  for  cooking  and  records  of  cooking  tests,  accounts 
of  school  excursions,  reports  of  studies  in  reference  work,  poems 
written  on  occasions  and  sometimes  used  as  songs  for  which  the 
melodies  are  also  written,  dramas  written  to  express  interpretation 
of  history  or  literature,  original  stories,  etc.,  etc.  Much  is  made  of 
festival  occasions  as  opportunities  for  original  programs  by  the 
children. 

In  the  composition  work,  all  the  arbitrary  forms  considered  in 
preceding  grades  are  reviewed  through  usage.  Attention  is  given 
to  the  principle  of  unity,  the  making  of  outlines,  correct  paragraph- 
ing, choice  of  words,  variety  of  expression,  beauty  of  expression, 
discrimination  in  diction,  letter  and  manuscript  forms,  including 
titles,  headings,  paragraph,  margin,  indentation,  capitalization,  and 
all  other  elements  involving  needs  as  these  arise.  Punctuation  as 
taught  through  usage,  includes  the  period,  comma,  semicolon, 
colon,  dash,  interrogation  point,  parenthesis,  and  exclamation 
point.  Work  in  the  print  shop  aids  materially  in  impressing  the 
importance  of  punctuation. 

Grammar  Outline 

The  following  outline  indicates  the  scope  of  the  work  in 
grammatical  principles  and  terminology  to  be  mastered  in  ration- 
alizing the  work  in  English  in  this  grade.  A  text-book  in  the 
hands  of  the  pupils  is  used  as  a  work  of  reference.  Whenever  a 
topic  from  the  grammar  outline  is  taken  up,  the  text  is  used  as  a 
basis,  and  when  it  is  desired  to  consult  authority  the  text,  as  well 
as  several  supplementary  texts,  will  be  available.  The  habit  of 
consulting  authority  on  doubtful  points  in  English  is  thus  devel- 
oped. In  all  of  the  following  work,  the  technical  points  are  studied 
in  direct  relationship  to  usage.  The  subject  matter  for  study  is 
that  of  the  familiar  content  of  history,  geography,  industrial  arts, 
arithmetic,  literature,  and  everyday  discourse. 

I.  Classes  of  sentences — as  to  use:  declarative,  interrogative, 
imperative,  and  exclamatory.  As  to  form :  simple,  com- 
pound, and  complex. 


138  Spcycr  School  Curricidum 

2.  Components  of  a  sentence. 

Subject.    Bare,  complete;  modifiers — word,  phrase,  clause. 
Predicate.    Verb ;  modifiers — word,  phrase,  clause. 
Complements.    Attribute ;  object. 

3.  Determination  of  the  function  of  the  following  parts  of 
speech:  noun,  verb,  adjective,  adverb,  preposition,  conjunc- 
tion, participle,  and  infinitive. 

4.  Modifiers  of  a  sentence. 

As  to  use :  Adjective — modifying  nouns. 

Adverbial — modifying  verbs,  adjective,  and  adverbs. 
As  to  form :  Word ;  phrase ;  clause. 
Sentence  Analysis :  Continued  until  each  of  the  more  funda- 
mental points  of  sentence  structure  is  well  understood.    Diagram- 
ming is  used  conservatively  to  aid  in  clarifying  ideas  of  relation- 
ship.   Text  in  the  hands  of  the  pupils  for  study  and  reference. 

Writing 

The  children  are  required  to  test  themselves  at  least  twice 
within  the  year  by  Thorndike's  Handwriting  Scale.  Emphasis  is 
upon  legibility,  and  a  fair  degree  of  speed. 

History,  Civics,  and  Social  Life 
In  this  grade  and  in  the  eighth,  the  work  is  devoted  to  a  study 
of  the  growth  of  the  American  nation.  The  work  of  the  preceding 
grades  has  provided  a  background  for  this  work  and  has  traced 
the  evolution  of  the  world's  most  important  peoples  of  the  earlier 
centuries  to  a  point  which  makes  intelligible  the  political  and 
industrial  development  which  has  taken  place  in  America. 

The  year  begins  with  a  review  of  the  period  of  discovery  and 
early  colonization,  briefly  touched  upon  by  the  sixth  grade,  and 
follows  the  industrial,  commercial,  social,  and  political  life  of  the 
colonists  to  the  beginnings  of  the  new  governrhent  under  Wash- 
ington's administration. 

Economic,  geographic,  and  industrial  influences,  as  well  as 
the  influences  of  inheritance  from  the  European  allegiance  and 
prejudices  of  the  colonists,  are  carefully  considered  in  their  bear- 
ings upon  political  life.  Interest  in  developing  forms  of  govern- 
ment centers  in  comparisons  of  the  growth  of  towns  and  town 
meetings  in  New  England  with  the  county  form  of  government 
found  in  Virginia. 


Grade  VII  139 

The  intercolonial  wars,  easily  appreciated  as  a  continuation  of 
conditions  studied  earlier  in  European  histor}-,  are  taken  up,  fol- 
lowed by  a  study  of  the  causes,  main  events,  and  consequences  of 
the  Revolutionary  War. 

A  careful  study  of  the  critical  period  is  made,  in  which  the 
problem  of  government  is  traced  through  the  trial  of  the  Articles 
of  Confederation  and  into  the  Constitutional  Convention  which  is 
studied  constructively.  This  study  of  the  Constitution  is  based 
upon  the  problematic  situations  which  confronted  its  members,  and 
an  effort  is  made  to  see  these  problems  as  real,  to  see  the  proposed 
solutions,  and  to  come  to  the  compromises  which  finally  gave  the 
acceptable  form.  This  involves  an  appreciation  of  the  more  fund- 
amental elements  in  Federal  civil  government  and  in  such  a  way  as 
to  make  the  subsequent  study  of  our  civic  history  a  study  of  "real 
government"  in  its  evolution.  Much  of  the  work  on  the  Constitu- 
tion is  based  upon  Madison's  Journal  of  the  Convention. 

In  all  of  the  preceding  work,  the  industrial  and  social  life  of 
the  people  is  carefully  followed  as  it  influences  the  growth  of  polit- 
ical life.  The  year's  work  as  a  whole  is  a  study  of  struggle  for 
security  in  pursuing,  undisturbed,  the  common  vocations  of  life, 
struggles  against  natural  forces  of  virgin  environment,  against  the 
Indians,  the  French,  the  English,  and,  in  some  measure,  against 
each  other. 

The  following  list  of  references  is  not  expected  to  be  used  in 
full  but  should  furnish  a  good  supply  of  carefully  selected  material 
from  which  supplementary  aids  may  be  secured  as  conditions  of 
time  and  library  equipment  permit.  Care  must  be  used  in  requir- 
ing that  all  assigned  supplementary  work  is  definitely  organized 
with  reference  to  the  topic  which  it  supplements. 

A  Survey  of  American  History,  Calriwell — Ainswortli. 

American  History  Leaflets,  Channinp  and  Hart — Lovell. 

Students'   History  of  United   States,   Channinp — Macinillan. 

Boys    of    1776.    Coffin — Harper. 

Old    Times    in    tlie    Colonies,    Coffin  —  Harper. 

History  of  Virginia,  Cook — Houghton. 

Beginners  of  a  Nation,  Egglcston — Appleton. 

Beginners  of  New  England:  Civil  Government  of  United  .States; 
The  Critical  Period  in  American  History;  Dutch  and  Qtiaker 
Colonies;  Old  Virginia  and  Her  Neighbors;  The  Discovery 
of  America;  War  of  Independence,  Fiske — Houghton 


140  Spcycr  School  Curriculum 

American  History  Told  by  Contemporaries,  Vols.  I  and  II.  The 
American  Nation,  Vols.  III.,  V.,  VI.,  VII.,  VIII.;  Source 
Book  m  American  History — American  Nation,  A.  B.  Hart, 
Harper;  others — Macmillan. 

Life  of  Sam  Adams,  Hosmer — Houghton. 

Life  of  Alexander   Hamilton,   Lodge — Houghton. 

Life  of   George   Washington,    Lodge — Houghton. 

Select  Charters,  MacDonald — Macmillan. 

Journal  of  the  Constitutional  Convention  of  1787,  Madison — Scott, 
Foresman. 

Students'  History  of  United  States,  Montgomery — Ginn. 

Thomas  Jefferson,  Morse — Houghton. 

Old  South  Leaflets — Old  South  Works,  Publishers,   Boston. 

Half  Century  of  Conflict;  Pioneers  of  France  in  the  New  World; 
Pontiac's  Conspiracy,  Parkman — Little,  Brown. 

Winning  of  the  West,  Roosevelt — Putnam. 

French  War  Revolution,  Sloane — Scribner. 

Barnes'  Popular  History  of  United  States,  Steele — Amer.  Bk.  Co. 

The  Colonies,  Thwaites — Longmans,  Green. 

Industrial  Arts — For  Boys 

With  the  background  of  general  industrial  intelligence  ac- 
quired in  the  first  six  grades,  it  is  possible  to  give  detailed  study 
to  the  following  phases  of  industrial  life:  i.  Technical  processes. 
2,  Direct  relation  of  industry  to  society.  3.  Opportunities  for  ser- 
vice through  industry.  4.  Community  problems  resulting  from 
present  industrial  life. 

Manipulative  work  in  this  grade  includes  shop  work,  printing, 
and  constructive  design.  Each  of  these  three  units  of  work  is 
given  one  period  per  week,  the  approximate  time  schedule  being 
as  follows :  Shop  work,  90  minutes ;  printing,  90  minutes ;  con- 
structive design,  60  minutes. 

Shop  Work 

Shop  work  includes  construction  in  wood,  concrete,  and  other 
materials,  such  as  definite  school  or  individual  needs  may  indicate. 
In  every  case  the  project  chosen  fills  a  direct  need  and  as  these 
needs  vary  from  year  to  year,  there  is  great  diversity.  The  follow- 
ing were  some  of  the  typical  needs  that  were  met  during  the  past 
year. 

Wood- Work  :  Pencil  boxes  for  first  grade  children ;  book 
racks  for  Christmas  sale ;  serving  table  for  model  dining  room ; 
simple  picture  frames  for  Christmas  presents. 


Grade  VII  141 

Concrete  Work  :  Twenty-foot,  re-enforced  concrete  wall 
for  roof  garden ;  concrete  flower  pots  for  model  dining  room. 

As  an  outgrowth  of  meeting  present  needs  through  projects, 
the  following  systematic  information  and  skill  are  developed : 
Wood — use  of  simple  means  of  joining,  such  as,  nailing,  gluing, 
screwing,  and  butt  joining;  use  of  common  tools,  such  as,  plane, 
saw,  hammer,  gauge,  try-square,  etc. ;  methods  of  finishing,  such 
as  sand-papering  and  staining.  Concrete  materials  needed  in  con- 
crete construction,  such  as,  sand,  aggregate,  cement,  and  re-en- 
forcing materials  ;  construction  of  mould  or  form  ;  method  of  mix- 
ing concrete  and  placing  in  moulds ;  methods  of  curing  and  decor- 
ating concrete. 

Printing 

Projects  chosen  in  this  field  are  also  the  outgrowth  of  indi- 
vidual and  school  needs  and  are  confined  in  this  grade  to  printing 
cards,  programs,  tickets,  and  straight  matter. 

The  following  systematic  information  and  skill  are  acquired : 
division  of  case ;  unit  of  measure  as  applied  to  type,  spaces,  etc. ; 
method  of  setting  up  and  distributing  type ;  use  of  hand  press. 

Constructive  Design 

In  order  that  the  pupil  may  successfully  express  his  individu- 
ality in  each  project,  and  also  that  he  may  definitely  appreciate, 
and  have  a  sound  basis  for  choosing  the  beautiful,  each  project 
that  is  to  be  constructed  is  carefully  analyzed  and  designed.  This, 
therefore,  includes :  Study  and  selection  of  material  in  relation  to 
the  project ;  general  size  and  shape  dependent  upon  the  use  of  the 
project;  critical  study,  space  relationships,  and  color;  and  the 
appropriate  means  of  representing  these  ideas  on  paper  so  that 
they  may  be  executed  in  the  shop. 

Thus,  in  the  designing  process  the  following  drawings  are 
necessary :  Freehand  sketch  in  pencil  or  charcoal  showing  general 
shape  a-nd  size;  freehand  plan  anrl  perspective;  a  sketch  isolating 
spaces  to  be  broken  or  decorated ;  and  a  detailed  mechanical 
drawing. 

Household  Arts — For  Girls 

Three  phases  of  the  household  arts  work  are  presented  in  the 
seventh  and  eighth  grades:  Textiles  and  clothing;  foorN,  nutri- 


14-2  Spcycr  School  Curriculum 

tion,  and  sanitation ;  and  art  problems  of  personal  appearance,  and 
the  home. 

Textiles  and  Clothing 

Although  textiles  and  clothing  as  a  separate  subject  is  intro- 
duced for  the  first  time  in  the  seventh  grade,  the  work  presented 
presupposes  a  thorough  groundwork  of  subject  matter  tauglit  as 
industrial  arts  during  the  first  six  years.  Much  of  the  industrial 
work  has  for  the  past  two  years  been  taught  by  student  teachers  of 
household  arts.  This  year,  all  phases  of  the  industrial  arts  below 
the  seventh  grade  are  being  presented  by  the  grade  teachers. 

The  girl  entering  the  seventh  grade  should  be  fairly  skillful 
in  manipulation,  having  learned  simple  hand  sewing  in  the  first 
five  grades  and  begun  machine  work  in  the  sixth  ;  she  should  know 
origin  of  the  four  textile  fibres ;  manufacturing  processes  of  spin- 
ning, weaving,  knitting  and  felting;  names  and  approximate 
values  of  the  common  cotton  and  woolen  materials  she  herself 
uses ;  how  design  in  cloth  is  produced ;  a  little  of  the  magnitude  of 
the  clothing  industry ;  the  approximate  cost  of  her  own  clothing 
per  year. 

The  aim  is  twofold : 

1.  To  help  prepare  the  girls  for  assuming  the  responsibilities 
of  the  selection  and  care  of  their  own  clothing. 

2.  To  teach  the  girls  the  cutting  and  making  of  garments. 
The  teaching  is  done  by  student  teachers  under  the  direct 

supervision  of  the  Department  of  Household  Arts  at  Teachers 
College. 

Technical  Work  T.a.ught: 

Hand  and  machine  sewing — review  of  stitches  and  processes 
taught  in  the  lower  grades,  the  necessary  new  ones  being  added. 

Basting,  gathering,  hemming,  overhanding,  stitching,  com- 
bination stitch,  feather  stitch. 

French  seams  and  fells,  putting  on  bands,  turning  of  hems, 
sewing  on  buttons,  putting  on  sailor  collars,  facing,  putting  in 
sleeves,  stocking  darning. 

Laboratory  Work  : 

I.  Discussion  of  suitable  materials  for  articles  to  be  made. 
Book  made,  mounting  these  samples,  labeled  with  prices  and 
widths. 


Grade  VII  143 

2.  Apron  with  bib, — by  machine  and  hand. 

3.  Bag  by  hand. 

4.  Cleansing  of  clothing :  brushing,  on  the  roof ;  removal  of 
common  spots  by  use  of  soap  and  water ;  pressing. 

5.  Darning  their  own  stockings,  review. 

6.  Middy  blouse, — by  machine  and  by  hand. 

This  work  is  supplemented  by  that  given  under  Personal 
Appearance. 

Foods,  Nutrition,  and  Sanitation 

The  work  in  foods  and  cookery  in  the  first  six  grades  is 
incorporated  in  the  industrial  arts  course. 

Throughout  the  seventh  and  eighth  grades,  the  home  with 
its  manifold  problems  forms  the  basis  for  the  following  consecu- 
tive, two-year  course.  It  includes  a  study  of  foods  and  their 
preparation ;  the  planning  and  serving  of  meals ;  sanitation  in  the 
home  and  market ;  elementary  food  economics ;  and  the  care  of 
infants  and  children. 
The  aims  are : 

1.  To  teach  care  and  accuracy  in  manipulation  of  food- 
stuffs and  utensils. 

2.  To  establish  working  principles  in :  the  making  of  batterp 
and  doughs ;  cooking  of  protein ;  of  starch  ;  of  protein  and  starch 
in  combination. 

3.  To  establish  ideals  of  cleanliness  of :  body  ;  home  ;  market, 
bakery  and  public  laundry ;  neighborhood. 

4.  To  classify  foods  according  to  presence  of  protein  and 
starch,  with  free  mention  of  other  constituents. 

Series  of  Lessons. 

I.     Batters  and  doughs  developing  leavening  agents  and  con- 
sistencies. 

1.  Baking  powder  as  leavening  agent. 

Lesson  i.  Griddle  cakes  and  syrup — pour  batter. 

Lesson  2.  Muffins — drop  batter. 

Lesson  3.  Cake — drop  batter. 

Lesson  4.  Baking  powder  biscuits — soft  dough. 

2.  Yeast  as  leavening  agent. 
Lesson  5.  Bread — dough. 
Lesson  6.  Bread. 


144  Speyer  School  Curriculum 

Lesson     7.     Excursion  to  Ward's  Bakery. 

3.  Steam  as  leavening  agent. 
Lesson     8.     Popovers. 

4.  Soda  and  acid  as  leavening  agent. 
Lesson     9.     Gingerbread. 

5.  Air  as  leavening  agent. 
Lesson  10,     Sponge  cake. 

IL     Laundry  lessons. 

Lesson  11.     Wash  table  napkins  and  doilies. 
Lesson  12.     Iron  same. 

in.     Protein  cookery. 

Lesson  13.  Poached  eggs ;  experiments  showing  effect  of 
heat  on  albumin. 

Lesson  14.     Custards. 

Lesson  15.     Fish  chowder. 

Lesson  16.     Broiled  chops;  roast. 

Lesson  17.     Stews;  soup. 

Lesson  18.  Excursion  to  Weber's  Market  to  study  cuts 
of  meat. 

Lesson  19.  Salads;  boiled  salad  dressing;  French  dress- 
ing. 

IV.     Starch  cookery. 

Lesson  20.     Cereal  cookery. 
Lesson  21.     Blanc  Mange;  starch  tests. 
Lesson  22.     Creamed  vegetables. 

Lesson  23.     Visit   Weisbecker's    Market   to   study   vege- 
tables and  market  conditions. 
Lesson  24.     Legumes;  prepare  kidney  bean  stew. 

V.     Cookery  of  protein  and  starch  in  combination. 
Lesson  25.     Tapioca  custard. 

VI.     Sanitation. 

Lesson  26.  Clean  school  kitchen — as  typical  of  home 
kitchen. 

VII.     Hospitality. 

Lesson  27.  Pineapple  sherbet  and  drop  cookies.  Enter- 
tain guests. 


Grade  VII  145 

Art  Problems  of  Personal  Appearance,  and  of  the   Home 

The  present  day  social  conditions  tend  to  break  down  the  old 
ideals  of  personal  charm  and  of  attractive  home  life.  The  follow- 
ing course  has  been  planned  as  an  effort  to  counteract  the  effect 
of  this  influence,  so  strongly  felt  in  New  York  City.  It  serves 
as  a  means  of  "tying  up"  and  applying  many  facts,  working 
principles,  and  ideals  which  have  been  developed  through  the 
progress  of  the  school.  The  courses  in  hygiene,  fine  arts,  and 
nearly  all  phases  of  industrial  and  household  arts  here  find  their 
place  in  vital  application. 

The  teaching  in  this  course  is  largely  by  student  teachers. 
The  departments  of  Fine  Arts  and  Household  Arts  cooperate  in 
the  supervision.  The  teacher  of  fine  arts  presents  the  work  in 
costume  and  household  design,  while  the  teacher  of  household 
arts  has  charge  of  the  more  general  discussions. 

During  the  current  year,  the  girls  of  the  seventh  and  eighth 
grades  have  been  combined  into  one  class  for  one  hour  a  week 
for  this  work.  The  first  half-year  is  given  to  the  problems  of 
personal  appearance,  the  second  half-year  to  the  problems  of  the 
home.  The  work  once  established,  there  will  probably  be  a 
quantity  sufficient  to  treat  the  two  grades  separately  hereafter, 
giving  a  full  year  of  work  to  each  grade. 

Problems  of  Personal  Appearance 

The  following  course  has  been  planned  to  meet  the  needs 
of  the  seventh  and  eighth  grade  girls  who  show  plainly  the  in- 
fluence of  the  extremes  worn  on  the  streets  of  New  York  City. 
That  one-third  of  the  twenty-four  girls  felt  it  permissible  for 
women  of  middle  age  to  use  cosmetics  shows  the  tendency. 

Aims  of  the  Course : 

1.  To  give  the  girls  a  standard  by  which  to  judge  of  good 
and  poor  clothing. 

2.  To  guide  them  in  the  choice  of  clothing  appropriate  to 
their  own  needs. 

3.  To  raise  their  ideals  of  personal  charm,  making  them 
more  independent  of  prevailing  fads. 


146  Speyer  School  Curriculum 

Brief  Outline  of  the  Work  Covered. 

1.  Fall  necessities.  Outside  clothes:  coats,  hats,  dresses, 
shoes,  gloves,  stockings,  etc.  Underwear:  union  suits,  muslin 
underwear,  corsets. 

2.  Bases  for  selection :  Hygiene ;  economy  ;  suitability  to  age 
of  individual,  and  occasion ;  artistically  suited  to  the  individual 
in  line,  tone,  color. 

Three  essentials  in  designing  a  costume :  Line ;  tone ;  color. 
Line: 

1.  Silhouette  line:  must  be  simple;  follow  lines  of  the 
figure  without  exaggeration. 

2.  Trimming  lines,  the  design.  All  lines  within  silhouette 
line  are  trimming  lines. 

3.  Principles  of  design  considered  are :  Subordination  ;  oppo- 
sition ;  transition ;  simplicity. 

Tone:  Massing;  two  values;  three  values;  many  values; 
utility;  suitability  to  individual;  effect  of  warmth  and  coolness; 
appropriateness  to  occasion. 

Color:  Hues  ;  values  ;  intensities. 

To  make  the  course  of  vital  interest  to  the  girls  the  first 
lessons  are  given  really  to  choosing  types  of  garments  most 
practical  for  their  needs.  Each  discussion  is  illustrated  by  designs 
clipped  from  fashion  magazines  and  by  samples  of  suitable 
materials.  The  difficulty  of  deciding  upon  the  good  and  bad  in 
design  and  color  and  those  designs  best  suited  to  the  individual 
girl  logically  introduces  the  work  in  simple  costume  design.  A 
brief  outline  of  lessons  follow. 

I.     Clothing  as  an  Adornment 

Three  lessons  taught  by  student  teacher  of  household  arts. 

Lesson  i.  Selection  of  the  winter  coat.  Effect  of  one's  per- 
sonal appearance  upon  others.  How  should  a  Speyer  School  girl 
dress  ?  Rough  choice  of  good  and  bad  coats  clipped  from  fashion 
magazines. 

Lesson  2.  Selection  of  hats  and  dresses.  Selection  of  shoes, 
stockings  and  gloves — omitting  consideration  of  hygiene. 

Lesson  3.  How  to  look  one's  best  at  all  times.  Dressing  of 
the  hair;  care  of  the  skin,  face,  hands;  carriage;  wearing  of 
jewelry. 


Grade  VII  147 

Eight  Lessons  in  Costume  Design  taught  by  a  student 
teacher  of  fine  arts.  Considerations  for  Hne,  tone  and  color; 
height  and  weight ;  color  of  eyes ;  color  of  skin ;  color  of  hair ; 
color  of  clothes  which  one  already  has.  Outline  of  lessons 
follows : 

Three  Lessons  on  Designing  a  Coat: 

Lesson  i.  Review  of  principles  of  good  design — Line,  tone, 
color.    Study  of  three  large  drawings  on  bogus  paper. 

1.  Good  in  line. 

2.  Modified  to  suit  a  stout  person:  Broadening  effect  of 
wide  revers,  cufifs,  belt,  pockets. 

3.  Modified  to  suit  a  slender  figure :  Lengthening  effect  of 
straps  and  all  vertical  trimming  lines.     Narrow  collar  and  cuffs. 

Each  child  makes  three  tracings  of  a  coat  model  applying 
principles  of  design  to  suit  her  individual  style  and  needs  in  the 
changes  she  makes  in  it.    Japanese  tracing  paper  used. 

Lesson  2.  Study  three  large  drawings  in  dark-and-light. 
Principles  of  tone  considered  and  applied  to  the  three  tracings 
made  before : 

1.  Coat  is  for  general  wear. 

2.  Predominance  of  dark  tone:  less  conspicuous;  more 
serviceable ;  warmer  in  appearance ;  echoing  of  dark  into  light  and 
light  into  dark. 

3.  Suitability  to  oneself :  The  lights  being  more  attractive 
in  dark  mass  should  emphasize  the  good  points. 

Lesson  3.  Completion  and  criticism  of  the  three  designs  of 
the  coat  which  child  made  as  to  suitability  to  her  own  particular 
needs, — durability,  beauty. 

Two  Lessons  on  Designing  a  Scpiool  Dress: 

Lesson  4.  Design  a  school  dress  in  the  silhouette  outline 
given  to  each  girl. 

1.  Review  principles  of  line  taught  in  lesson  on  the  coat. 

2.  Three  large  drawings  of  school  dresses  criticized  first 
in  line,  bringing  out  points  noted  above. 

3.  Children  design  school  dress,  considering  all  the  points 
mentioned.    Put  up  results  for  criticism  at  the  end  of  the  period. 


148  Speyer  School  Curriculum 

Lesson  5.  Put  dress  into  color,  using  two  or  three  colors, 
considering  the  following  points :  Spaces  may  vary  in :  hue ;  value ; 
intensity. 

1.  Review  of  points  for  individual  consideration:  Color 
should  harmonize  with  hair,  eyes,  skin,  and  other  clothes  of  the 
wearer  and  increase  their  beauty. 

2.  Three  good  designs,  in  color,  given  class  to  criticize : 
1st,  shows  difference  in  hue,  blue  and  green.  2nd,  shows  dif- 
ference in  value,  d.  blue  and  1.  blue.  3rd,  shows  difference  in 
intensity,  brown  and  red. 

One  Lesson  on  the  Hat: 

Lesson  6.     Review  of  principles  of  Line. 

1.  Shape:  large;  small. 

2.  Suitability:  Whether  dark  or  light;  simplicity. 

3.  Becomingness :  Review  idea  of  what  constitutes  be- 
comingness,  as  considered  above. 

4.  Children  design  hat  which  harmonizes  with  coat  and 
dress  already  designed. 

Two  Lessons  on  Party  Dress: 
Lesson  7. 

1.  Review  of  ideas  of  what  "appropriate"  means. 

2.  Review  of  good  line. 

3.  Discussion  of  how  present  day  styles  may  be  modified 
to  suit  the  wearer, — simplicity,  durability,  individuality. 

4.  Design  dress  in  silhouette  outline  given  child. 

5.  Criticism  of  dress  designed.  Review  principles  of  line, 
color,  individual  considerations. 

Lesson  8. 

1.  Finish  dress  already  started. 

2.  Criticism  of  some  dresses  which  are  good  in  all  points. 

3.  Children  make  second  drawing  of  party  dress,  with 
necessary  changes  in  line  and  color. 

IL     Clothing  as  Protection 

Two  lessons  taught  by  student  teacher  of  household  arts : 
Lesson  i.    Relative  values  of  four  textile  fibres:  for  underwear 
for  winter,  for  summer ;  for  outer  wear  for  winter,  for  summer. 


Grade  VII  149 

Lesson  2.     Health  as  affected  by  clothing.    Clothing  should  be 
suited  to  the  weather ;  changed  frequently ;  changed  at  night. 

Problems  of  the  Home 

One  dominant  aim  throughout  the  work  in  the  following 
course  is  the  consideration  of  the  home  as  an  opportunity  for 
self-expression  of  the  individual  members  of  the  family.  The 
average  apartment  of  the  pupils  serves  as  the  basis  for  the  course, 
but  occasional  "mental  excursions"  to  the  country  cottage  or  sub- 
urban home  serve  to  broaden  the  concept  of  home. 

As  a  basis  for  the  course,  the  following  stories  in  which 
the  home  spirit  predominates  are  recommended  for  home  read- 
ing: 

Mother  Carey's  Chickens — Wiggin. 

Strawberry  Acres — Richmond. 

Little  Women — Alcott. 

Bits  of  Talk  About  Home  Matters — Helen  Hunt  Jackson. 

Outline  of  Course. 

I.     Meaning  of  home. 

1.  Basic  elements  of  home  and  social  life  through  review  of 
primitive  peoples :  tree  dwellers ;  cave  dwellers ;  lake  dwellers ; 
nomadic  tribes. 

2.  Further  development  of  social  life  through  review  of: 
community  life  as  represented  by  Hebrews,  Greeks,  Romans,  and 
mediaeval  Europeans ;  colonial  life  and  homes ;  modern  American 
life, — country,  city. 

n.     Family  life  in  the  city. 

1.  Ideal  relationships  in  the  home. 

2.  Relations  with  neighbors. 

3.  Relation  to  community. 

HI.     Selection  of  home.     Elements  governing  selection. 

1.  Necessary  exi)cnditure  of:  money — rental,  car  fare, 
furnishings,  etc.  Strength  and  time — labor  required  in  reaching 
home ;  also  in  management. 

2.  Hygiene  and  sanitation  :  sunshine,  air,  ago  of  building, 
walls,  plumbing,  janitor  service. 

3.  Attractiveness  and  convenience:  arrangement,  out- 
look, laundry  facilities,  elevator,  dumb  waiter. 


150  Spcyer  School  Curriculum 

IV.     Decorations — from  standpoint  of  art  and  sanitation. 
I.     Choice  of  wall  coverings. 
Pictures  and  frames. 
Hangings. 
Bric-a-brac. 
Wall  coverings. 

V.     Furnishings — from  standpoint  of  art  and  sanitation. 

1.  Consideration  of  line,  tone,  color,  serviceability,  econ- 
omy and  sanitation  in  the  essential  equipment  of  an  apartment  of 
four  rooms  and  bath. 

2.  Actual  working  out  of  problem  of  furnishing  such  an 
apartment,  made  real  by  visit  to  vacant  apartment  which  will  serve 
as  the  "setting"  for  the  furnishings  to  be  selected. 

Series  of  Lessons. 

Lesson  i.    The  ideal  home. 

1.  In  literature. 

2.  Home  maker's  opportunities  to  accomplish  ideal. 

3.  Relation  of  surroundings  in  home  to  ideal  home  life. 

Lesson  2.    How  shall  we  choose  our  home? 

1.  How  much  can  we  spend  for  rental? 

2.  What  shall  we  consider  as  we  look  for  the  apartment? 
Size,  depending  on  number  in  family ;  exposure  and  outlook ;  con- 
venience; neighborhood,  opportunities,  possible  relations  with 
neighbors,  absence  from  disturbing  noises  and  sights. 

Lesson  3.     Visit  vacant  apartments  in  neighborhood ;  select 
one  as  best  adapted  to  needs  of  family. 

Lesson  4. 

1.  Visit  Speyer  School  apartment. 

2.  Reports  on  both  visits  from  standpoint  of  conditions 
considered. 

Lesson  5.     Furnishings  of  home. 

1.  General  considerations :  Usefulness — durability  and  econ- 
omy ;  comfort ;  beauty. 

2.  Essential  furnishings. 

3.  Aesthetic  additions. 

Lesson     6.     Furnishing  the  living  room. 


Grade  VII  151 

Lesson     7.     Furnishing   the    living   room    continued. 

Lesson     8.     Furnishing  bed  room  and  bath  room. 

Lesson     9.     Furnishing  the  dining  room. 

Lesson   10.     Furnishing  the   dining   room    continued. 

Lesson   11.     Furnishing  kitchen  and  pantries. 

Lesson  12.     Furnishing  kitchen  and  pantries  continued. 

Lesson   13.     Visit  house  furnishing  departments  of  rehable 

department  stores. 
Lesson   14.     Visit  "Housekeeping  Center"  as  ilhistrative  of 

simplest,  inexpensive,  attractive  furnishing. 

Note:     The  two  excursions  are  utilized  at  the  most  logical  point 
in  the  series,  irrespective  of  the  fact  that  they  are  assigned  at  the  end. 

Fine  Arts 

Design.  See,  also,  courses  in  constructive  design  for  boys, 
and  in  problems  of  personal  appearance,  and  the  home. 

Line:  proportions:  shape;  cuttings;  divisions;  groupings; 
rhythm. 

Designs  for  school  room  curtains  worked  out  and  sten- 
ciled, nature  motif.  Designs  of  flowers  in  rectangular  space 
worked  out  as  in  tapestry.  Designing  of  wood-blocks  from 
Aztec  motifs,  because  of  their  simplicity  and  adaptability,  cut 
and  printed  on  table  covers  and  pillows  for  sale  or  use  in 
house.  Studv  of  lettering  prominent.  Old  Roman  and  Gothic 
lettering.    Initial  letters. 

Tone:  massing;  two  values;  three  valties.  Variation  of 
given  landscape  and  designs.  Exercises  in  putting  original 
designs  into  tone. 

Color:  hues,  values;  intensities;  textures.  Color  theory 
bringing  out  all  the  qualities  of  color  with  various  applications 
as  in  costume  designs,  interior  dccf)ration,  and  all  designs 
where  color  is  used. 

Representation.  Sfill  life  carried  into  full  color  and  three 
tones.  Simple  angular  perspective  begun  in  this  grade  draw- 
ing from  a  box.  closed  book.  etc.  Various  vegetables  aiul 
fruits  grouped  with  jars  as  drill  work.  Pose  drawing,  work- 
ing only  for  light  and  dark. 


152 


Speyer  School  Curriculum 


Picture  Study.     In  these  grades  in  relation  to  their  study 


of  Hne,  tone,  and  color. 

Line : 
Figures  in  Sistine  Chapel 
Whistler — Etchings 

William  M.  Hunt — Figure 
of  Fortune 

Jules  Guerin — Pictures  of 
Egypt 

Tone: 

Hunt's  charcoal  drawings 

Rembrandt's  etchings  and 
paintings 
Color : 

Titian 

Giorgione 


Jules  Guerin — Pictures  of 

Holy  Land 
Pictures  by  J.  W.  Alexander 
Pictures  by  Vedder 
Animals  by  Swan 
Santa  Sophia 
Salisbury  Cathedral 

Seymour  Haden's  etchings 
Van  Dyck's  paintings 
Bellini's  paintings 

Palma  Vecchio 
Moroni — The  Tailor 


Illustrations  as  they  are  found  in  the  current  magazines 
and  books  are  studied  in  the  sixth,  seventh,  and  eighth  grades 
as:  Jules  Guerin,  Maxfield  Parrish,  Elizabeth  Shipman  Green, 
Jessie  Wilcox  Smith,  Joseph  Pennell,  Edmond  Dulac,  Marian 
Powers,  Pamela  Coleman  Smith,  and  others. 

Geography 

The  study  of  the  political  divisions  of  the  world  is  finished 
in  this  grade.  Asia,  Africa,  and  Australasia  are  taken  up  in 
turn,  first  as  continents,  then  more  intensively  as  the  diflferent 
countries  come  under  discussion.  Such  countries  as  China, 
Japan,  and  New  Zealand  in  which  such  remarkable  changes 
have  taken  place  within  recent  years  are  treated  rather 
fully,  the  aim  being  to  impress  the  children  with  the  fact 
that  these  countries  will  soon  take  their  place  among  the 
leaders  of  the  world's  nations. 

The  approach  as  far  as  possible  is  made  from  situations 
and  knowledge  of  our  own  country,  thereby  forming  from  the 
start  a  basic  comparison  and  understanding.  The  fact  that 
modern   conditions  have  brought   the   world   so  close   together 


Grade  VII  I53 

that  all  nations  are  more  or  less  dependent  upon  all  other 
nations,  and  that  therefore  we  as  Americans  have  a  definite 
interest  in  all  the  countries  of  the  world,  is  kept  in  mind 
throughout  the  year. 

Nature-Study 

The  nature-study,  or  elementary  science  work,  of  this  year 
is  very  closely  associated  with  the  work  in  industrial  and 
household  arts.  The  emphasis  is  upon  those  facts  and  prin- 
ciples of  biology,  physics,  and  chemistry  upon  which  an 
intelligent  understanding  of  the  work  in  materials  in  shops, 
kitchens,  and  laboratories  is  dependent.  The  physical  and 
industrial  aspects  of  geography,  and  the  biology  essential  in 
the  studies  in  hygiene  contribute  their  share  of  subject  matter. 

Mathematics 

Thorough  review  of  the  fundamental  operations  as  applied 
to  integers,  common  and  decimal  fractions,  and  denominate 
numbers.  Practice  in  rapid  approximation  of  answers  on  the 
basis  of  intrinsic  reasonableness. 

Introduction  to  algebra,  using  simple  and  easy  problems, 
giving  pupils  the  ability  to  use  x  and  the  equation  in  later 
arithmetic  work.  The  equation  of  one  unknown,  including 
transposition,  and  clearing  of  fractions. 

Systematic  treatment  of  percentage.  Use  the  equation 
and  algebraic  method,  in  part. 

.Simple  interest,  insurance,  taxes,  business  and  commercial 
discount,  commissions.  Problems  in  saving,  borrowing,  and 
loaning  money.  Simple  problems  in  bank  discount.  Practice 
in  making  and  endorsing  promissory  notes.  Household  ac- 
counts for  girls  in  connection  with  household  arts;  shop  ac- 
counts, and  incidental  business  accoimts  for  boys  in  connection 
with  industrial  arts.  Transmission  of  money — money  orders, 
checks,  drafts,  registered  letter,  express  moncv  orders,  money 
by  telegraph,  special  delivery  letters. 

^Tensuration  as  involved  in  the  industrial  and  commercial 
activities  of  everyday  life,  especially  those  connected  with 
house  building  and  furnishing.  Graphical  representation  of 
numerical  and  statistical  facts. 


154  Spcyer  School  Curriculum 

Tlie  primary  idea  in  the  mathematics  of  this  year  is  to 
enlarge  the  pupil'b  use  of  number  as  a  vital,  everyday  tool, 
and  to  increase  his  appreciation  of  the  economic  use  of  money 
and  materials  in  every  aspect  of  life.  Especial  emphasis  is 
placed  upon  the  development  of  power  to  penetrate  conditions 
and  to  see  the  vital  elements  in  any  problem.  Problems  of 
such  significant  life  value  from  the  numerous  local  and  general 
economic  activities  may  be  selected  that  the  pupil  will  feel 
that  every  one  is  worth  while  in  supplying  an  answer  to  some 
question  which  he  knows  is  important.  Typical  sources  of 
problems  are  suggested  in  the  following: 

Building  streets,  sidewalks,  and  roadways.  Do  good 
streets  and  roads  pay?  State  aid  in  road  making.  How  are 
taxes  provided  and  expended  for  streets  and  roads?  Car  lines 
— surface,  elevated,  subway.    Franchises. 

Grocery  store,  dry  goods  store,  furniture  store,  depart- 
ment stores,  and  others,  studied  as  to  fundamental  conditions 
regarding  methods,  expenses,  and  profits.  The  mail  order 
business.     Buying  staple  commodities  in  quantity. 

Qualities  required  for  success  in  each  type  of  business  or 
other  vocation.  Outlook  for  success  in  each,  capital  required, 
wages  or  salaries  of  employees,  income  of  proprietor,  hours  of 
work,  risks,  and  other  items  which  will  aid  in  making  the 
study  furnish  some  basis  for  the  wise  selection  of  a  vocation. 

Music 

Third  Phase.  Work  for  broadening  and  deepening  uni- 
versal interest: 

1.  Song  practice,  not  only  for  the  purpose  of  technical  drill, 
but  also  for  the  sake  of  getting  acquainted  with  good  literature, 
and  for  supplying  material  for  school  music  functions. 

2.  Awakening  interest  in  instruments:  (a)  Observing  in- 
struments, (b)  Learning  about  bands  and  orchestras,  and  the 
value  of  knowing  how  to  play  band  instruments. 

3.  Awakening  interest  in  instrumental  music,  especially  that 
of  the  march  and  dance  music,  used  by  bands.  Observing  the 
relation  of  the  dance  to  music,  how  it  punctuates  the  music. 
Learning  some  of  the  historic  origins  of  the  dance  forms. 


Grade  VII  155 

Program  Music.  The  semi-montlily  musical  programs 
given  by  the  children  in  assembly  provides  this  class  opportunity  to 
contribute  its  share  in  furnishing  music  for  the  enjoyment  of 
others.  It  also  contributes  to  these  programs  some  of  the  more 
interesting  stories  of  the  lives  of  the  great  composers,  and  some 
of  the  interesting  facts  learned  about  music  forms  and  musical 
instruments. 

Songs.  The  songs  listed  under  Music  for  the  sixth  grade 
are  very  largely  appropriate  for  this  grade  also.    See  page  132, 

Physical  Education  and  Hygiene 

In  the  seventh  and  eighth  grades,  children  are  passing 
through  a  period  of  rapid  growth  and  development  with  the 
many  changes  which  mark  the  oncoming  and  development  of 
adolescence.  Attention  must  be  given  to  individual  requirements, 
and  caution  is  needed  to  prevent  overwork. 

Because  of  the  different  needs  of  the  girls  and  boys,  their 
more  vigorous  work  must  be  in  separate  classes  and  their  games 
and  exercises  adapted  to  sex  differences  as  well  as  to  advancing 
years  and  personal  needs. 

Close  attention  is  given  to  the  formation  of  good  habits  of 
posture  and  carriage ;  and  to  the  cultivation  of  the  right  spirit 
of  cooperation  and  fair  play  in  ail  activities  and  games. 

Work  for  Girls 

The  work  is  lighter  for  the  girls  than  for  the  boys,  and 
greater  emphasis  is  placed  on  the  aesthetic  phases,  principally 
through  the  dances. 

1.  Folk  dances:  European — Tarantella;  Strasak;  Csaidas ; 
Pavanne ;  Minuet.     Advanced  dancing  steps. 

2.  Games  of  skill :  Relays ;  Follow  Ball ;  Bombardment ; 
Base  Dodge  Ball ;  Indoor  Baseball ;  Basket  Ball. 

3.  Apparatus:  Stall  bars;  ropes;  ladders;  boom. 

4.  Technique :  Military  tactics ;  fancy  marchings ;  fancy 
steps,  for  carriage.  General  exercises:  Continued  much  as  in 
earlier  grades ;  simple  exercises  for  poise  and  carriage ;  exercises 
suggested  by  athletics,  the  dance,  and  the  use  of  the  apparatus. 


156  Speyer  School  Curriculum 

Running;   dash:  potato   race:  jumping,   with   emphasis  on   the 
landing ;  and  other  similar  activities. 

Work  for  Boys 

W'itli  those  slight  modifications  needed  because  of  the  greater 
strength  and  endurance  of  boys,  the  foregoing  outline  is  adequate 
for  much  of  their  work.  Boys  show  greater  interest  in  athletic 
events,  in  competitive  sports  and  games,  than  do  the  girls.  Out- 
of-door  activities  are  encouraged.  Basket  ball  games  with  other 
teams  are  arranged  each  year. 

Hygiene 

Constant  attention  to  the  care  of  the  body  in  such  a  way  as 
to  make  for  good  posture  and  for  the  highest  degree  of  personal 
efficiency  in  all  physical  activities,  both  in  school  and  out,  is 
exercised.  Bathing,  appropriate  food,  sleep,  avoidance  of  narcot- 
ics and  stimulants,  adequate  exercise,  pure  air,  and  proper  cloth- 
ing in  relationship  to  health  receive  much  emphasis.  Those  facts 
of  anatomy  and  physiology  helpful  in  understanding  the  proper 
care  of  the  body  are  learned  as  occasion  gives  opportunity.  In 
connection  with  work  in  household  and  industrial  arts,  science, 
and  civics,  questions  of  sanitation  and  public  health,  are  con- 
sidered. 


EIGHTH  GRADE 
English 

The  aim  of  the  reading  work  of  this  year  is  to  give  the 
children  a  love  for  and  an  appreciation  of  some  of  the  great 
English  poets  and  of  our  own  American  poetry,  the  emphasis 
being  placed  on  the  latter.  Some  of  the  minor  American  poets  are 
read  because  they  are  writing  now.  The  teacher  often  reads  to 
the  children.  Good  portraits  of  the  writers  read  are  placed 
in  the  class  room,  and  children  become  familiar  with  them. 
All  of  the  selections  listed  here  are  read  in  class.  Some  others  are 
also  read  in  connection  with  the  study  of  the  particular  authors. 
An  attempt  is  made  to  familiarize  the  children  somewhat  with  the 
characteristics  of  each  author  studied,  largely  through  typically 
selected  productions.  A  more  extended  study  of  each  author's 
writings  rather  than  an  intensive  study  of  a  few  selections  is  be- 
lieved to  be  better  for  children  of  this  age.  Outside  library  and 
periodical  reading  is  encouraged. 

Prose  : 

A   Drop   of  Water  on    Its   Travels — Buckley. 

The  Uses  of  Mountains — Ruskin. 

The  Fall  of  the  Leaf— Mitford. 

About  the  Stars — Flammarion. 

Story  of  a  Stone — Jordan 

A  Tale  of  Two  Cities — Dickens.  _j& 

The   Great   Stone   Face — Hawthorne. 

The  Other  Wise  Man,  and  The  Fjrst  Christmas — Van  Dyk 

Gettysburg  Address — Lincoln.  '^  P^ 

Ramona — Jackson. 

Red  Rock— Page. 

Cudjo's  Cave — Trowbridge. 

For  the  Freedom  of  the  Sea — Brady. 

The  Luck  of  Roaring  Camp — Harte. -J- 


.7^ 


Poetry : 


Bryant — Autumn  Woods;  To  a  Waterfowl;  To  the  I-'ringcd  Gen- 
tian. ^ 

Burns — The  Cotter's  Saturday  Night;  To  a  Wee  Mou.sie;  To  a 
Mountain   Daisy. 

Emerson — The   Snowstorm;    Concord    Hymn. 

Holmes — Spring  Has  Come;  Old  Ironsides;  The  Chambered 
Nautilus. 

Keats — Ode  to  a  Grecian  Urn;  Ode  to  the  Nightingale;  To 
Autumn. 


158  Speyer  School  Curriculum 

Lanier — Selections  from  The  Marshes  of  Glynn;  A  Ballad  of  the 

Trees;  The  Master. 
Longfellow — Sunrise    on    the    Hills;    The    Arrow    and    the    Song; 

The  Building  of  the  Ship. 
Lowell — The   Vision   of   Sir   Launfal;   Violet,    Sweet  Violet;   The 

First  Snowfall;  Selections  from  The  Biglow  Papers.     "    '  , 
Poe — The  Raven;  The  Bells;  Annabel  Lee. 

Shakespeare — The  Merchant  of  Venice;  Mark  Antony's  Oration. 
Shelley — To  a  Skylark;   The   Sensitive   Plant;    Ode   to   the   West 

Wind;  The  Cloud. 
Tennyson — Enoch    Arden;     Sir    Galahad;     Idylls    of    the     King; 

Flower  in  the  Crannied  Wall;  Charge  of  the  Light  Brigade. 
Trowbridge — The  Vagabonds;   Midwinter. 
Van    Dyke — Doors    of    Daring;    An    American    in    Europe;    The 

Veery:  To  a  Young   Girl   Singing;   Lines  to  Julia   Marlowe; 

Joe  Jefferson;  The  Foolish  Fir  Tree. 
Whitman — O  Captain!  My  Captain!  ;  Selections  from  Out  of  the 

Cradle  Endlessly  Rocking. 
Whittier — Maud  Muller;  Snow  Bound. 
Woodberry — The    Child;    O.    Inexpressible   as    Sweet. 
Wordsworth — Daffodils;   Intimations   of  Immortality. 

Memorizing.  In  addition  to  a  review  of  selections  memor- 
ized in  preceding  grades,  a  number  of  selections  most  appreciated 
in  this  year  are  memorized.  Attention  is  given  to  their  appro- 
priate presentation. 

Word  Study.  Continued  attention  is  given  to  correct  spell- 
ing and  syllabication.  The  rules  of  spelling  learned  in  preceding 
grades  are  reviewed.  The  following  roots,  prefixes,  and  suffixes 
are  learned  through  the  analysis,  classification,  and  use  of  words 
containing  them : 

Latin  roots : — capt,  the  head ;  ced,  cess,  to  go ;  cent,  hundred ; 
civ,  citizen;  ctirr,  curs,  run;  dent,  tooth;  diet,  speak;  doc,  doct, 
teach  ;  iin,  end ;  firin,  strong ;  fleet,  tie,  bend ;  tin,  flow ;  grat,  pleas- 
ing ;  greg,  flock  or  herd ;  ject,  to  cast  out ;  leg,  law ;  ment,  mind ; 
mitt,  send ;  norm,  rule ;  pater,  patao,  father ;  port,  carry;  rupt, 
break ;  scrih,  script,  write ;  spec,  spect,  look ;  tors,  twist ;  tract, 
draw ;  ven,  vent,  come ;  vert,  vers,  turn. 

Greek  roots : — meter,  metr,  measure ;  phon,  sound ;  polis,  city ; 
scop,  view. 

Write  and  define  the  words  containing  these  prefixes: — ad, 
to ;  ante,  before  ;  bi,  two ;  con,  with  ;  de,  down  ;  ex,  out  of ;  in,  not ; 
intra,  within;  ob,  against;  post,  after;  pro,  for;  retor,  backward; 


Grade  VIII  159 

se,  aside ;  sub,  under ;  trans,  over ;  vice,  instead  of ;  a,  without  ; 
autOj  self;  epi^  upon;  micro,  small. 

Write  and  define  words  ending  with  the  following  sufiixes : — 
aceous,  having  the  property  of ;  al.  pertaining  to ;  ance,  state  of 
being ;  encc,  state  of  being ;  ent,  that  which ;  fy,  to  make ;  He,  relat- 
ing to;  ine,  belonging  to;  ion,  act  of;  ite,  one  who  is;  ory,  place 
where;  ons,  having;  nlent,  full  of;  ure,  state  or  act  of;  y,  state  of 
being;  ic,  pertaining  to;  ise,  to  make;  ist.  one  who;  oid,  having 
the  form  of. 

Grammar  and  Compositiox.  Work  in  this  grade  is  a  con- 
tinuation of  that  in  the  seventh  grade.  Composition  forms  a 
considerable  part  of  the  work.  Applications  for  positions,  busi- 
ness correspondence,  and  social  forms  are  given  that  attention 
demanded  by  classes  of  pupils  of  which  the  larger  proportion  will 
soon  enter  upon  the  activities  of  self-support.  The  studies  in  form 
indicated  in  the  seventh  grade  are  reviewed  and  further  applied  in 
this  grade.  For  study  and  reference,  Modern  English,  Emerson 
and  Bender,  Book  IT,  and  Foundation  Lessons  in  English,  Wood- 
ley,  Book  II,  are  used. 

I.     Parts  of  Speech. 

1.  Noun.  Kinds — common,  proper,  abstract,  collective. 
Properties — number  and  person,  to  be  noted  in  relation  to 
agreement  with  pronouns  and  verbs  in  sentences.  Gender. 
Case,  as  construction  of  nouns. 

2.  Pronouns.  Kinds — personal,  relative.  Antecedent. 
Agreement  with  antecedent. 

3.  Adjectives.  Kinds — forms  of  comparison  to  be  empha- 
sized. Distinguish  in  use  from  the  adverb.  Accuracy  in 
the  use  of  adjectives. 

4.  Verbs.  Form — strong  and  weak.  Use — complete  and 
incomplete.  Tense — emphasis  upon  correct  tense  forms. 
Voice.  Mode.  Indicative  as  distinguished  from  more  em- 
phatic imperative  form;  the  subjunctive  in  teaching  differ- 
ence in  meaning  between  "if  I  was"  and  "if  I  were"  in 
"contrary  to  fact"  expressions.  Person  and  Number.  Em- 
phasis on  agreement  of  subject  and  verb.  Defective  verbs. 
Use  of  ought. 


l6o  Speycr  School  CiirriculiDii 

5.  Adverbs.  Function — as  distinguished  from  adjectives. 
Comparison — to  secure  correct  usage  of  the  different  forms. 
Conjunctive  adverbs — as  distinguished  from  relative  pro- 
nouns and  conjunctions,  in  securing  strength  in  sentence 
structure. 

6.  Prepositions.  Use.  Distinguishing  such  forms  as  in  and 
into. 

7.  Conjunctions.  Kinds — to  be  noted  in  reference  to  secur- 
ing strength  in  sentence  structure.  Attention  to  punctu- 
ation. 

8.  Special  Verb  Forms : 

Participles.    Attention  to  avoidance  of  loose  participal  con- 
struction. 

Infinitives.    Securing  variety  of  expression.    Avoidance  of 
"split"  infinitive. 

As  previously  indicated,  all  of  this  grammatical  study  is  for 
the  purpose  of  rationalizing  practice,  and  to  do  this,  it  must  neces- 
sarily be  in  vital  relationship  to  practice.  Care  is  taken  in  all 
work  to  establish  good  habits  of  form  and  to  demand  high  stand- 
ards in  spelling  and  in  the  use  of  arbitrary  signs.  Definite  and 
continued  emphasis  is  placed  upon  those  phases  of  English  which 
are  used  daily  in  the  practical  affairs  of  commercial,  business,  and 
social  life. 

The  work  of  the  year  concludes  with  careful  drill  on  sentence 
analysis,  using  all  the  knowledge  gained  in  the  study  of  the  parts 
of  speech  as  aids.  Much  attention  is  paid  to  proper  methods  of 
sentence  abridgment,  using  the  participle  and  infinitive. 

Writing 

The  application  of  Thorndike's  Handwriting  Scale  once  or 
twice  within  this  year  helps  to  keep  attention  fixed  upon  good 
standards,  and  pupils  needing  specific  attention  to  writing  are 
required  to  bring  up  their  work  to  a  reasonable  degree  of 
excellence. 

History,  Civics,  and  Social  Life 

The  scope  of  the  work  includes  the  development  of  our 
national  life  from  the  beginning  of  Washington's  administration 


Grade  VIII  i6i 

to  the  present  time.  An  attempt  is  made  to  present  the  facts  in 
such  order  and  relation  as  to  make  the  child  understand  the 
motives  actuating  the  men  who  were  factors  in  this  development. 
One  aim  of  the  work  is  to  show  how  the  present  may  be  under- 
stood and  interpreted  in  terms  of  the  past,  and  that  the  chief 
value  of  the  study  of  history  lies  in  its  power  to  aid  us  in  shaping 
wisely  our  conduct  in  the  present.  The  influences  of  industrial 
and  commercial  conditions  and  of  geographical  factors  in  deter- 
mining much  of  our  present  political  life  and  history  receive  due 
emphasis.  Account  is  taken  of  the  important  events  of  the  present 
as  they  occur.  Note  is  taken  of  our  territorial  and  commercial 
expansion  and  of  the  free  interpretation  of  our  constitution  to 
meet  conditions  as  they  have  arisen,  and  all  of  this  in  relation  to 
the  fact  that  we  are  now  beginning  to  realize  that  the  problems  of 
the  present  century  are  different  from  those  of  the  past. 

The  last  two  months  of  the  year  are  devoted  to  a  brief  review 
of  Federal  civil  government  with  a  study  of  the  more  important 
features  of  local  government.  "The  Community  and  the  Citizen," 
by  A.  W.  Dunn,  is  used  throughout  the  year  as  an  aid  in  the  study 
of  civic  life. 

The  statement  referring  to  the  list  of  books  for  the  seventh 
grade  supplementar}'  sources  applies  also  to  the  following  list. 
All  those  references  in  the  seventh  grade  list  which  are  for  the 
whole  period  of  American  history  may  be  regarded  as  appropriate 
for  this  grade  also. 

History  of  the  U.  S.,  Adams — Scribner. 

Civil  War  and  Constitution;  The  Middle  Period:  Reconstruction 
and   the   Constitution,    Burgess — all   by   Scribner. 

American  Territorial  Development,  Caldwell — Ainsworth. 

Boys  of  i86r;  Days  and  Nights  on  the  Battle  Field.  Coffin — Estis 
Pub.  Co.,  Boston;  Drum  Beat  of  the  Nation,  Coffin — Harper. 

Bird's  Eye  View  of  the  Civil  War,  Dodge — Houghton. 

American  History  Told  by  Contemporaries.  Vols.  II  and  IV. — 
Macmillan.  Formation  of  the  Union — Longmans.  Green; 
The  American  Nation,  Vols.  XTV.  XVII.  XVIII.  Hart- 
Harper. 

American   Politics,  Johnson — Holt. 

Daniel  Webster,  Lodge — Houghton. 

William  H.  Seward,  Lathrop — Houghton. 

Thaddcus   Stevens.   S.   W.    McCall — Houghton. 

.Select    Documents   in    American    History — Mncmillan. 

The  Leading  Facts  of  American  Hivtorv.  Montgomery — Ginn. 


i62  Spcycr  School  Curriculum 

John   Quinc\'  Adams,   Morse — Houghton. 
Abraham   Lincoln,   Morse — Houghton. 

History  of  United  States  since  the  Compromise  of  1850,  six  vol- 
umes, Rhodes — Macmillan. 
History  of  the  United   States,   six  volumes,   Schouler — Dodd. 
A  New  History  of  United  States,  Scudder — Amer.  Bk.  Co. 
History  of  the  Presidency,  Stanwood — Houghton. 
Andrew  Jackson,  Sumner — Houghton. 
John  C.  Calhoun,  Von  Hoist — Houghton. 
Division  and  Reunion,  Wilson — Longmans. 

Industrial  Arts — For  Boys 

The  scope  and  purpose  of  the  industrial  work  in  this  grade  is 
similar  to  that  of  the  seventh  grade.  The  three  units  of  manipu- 
lative activity  are  shop  work,  printing,  and  constructive  design, 
and  are  given  one  period  per  week  with  the  approximate  time 
schedule  as  follows :  Shop  work,  90  minutes  ;  printing,  90  minutes ; 
constructive  design,  60  minutes. 

Shop  Work 

Shop  work  in  this  grade  is  largely  limited  to  wood,  the  pro- 
jects being  the  outgrowth  of  individual  or  school  needs.  The 
following  projects  were  constructed  during  the  last  year:  Pencil 
boxes  for  first  grade  children ;  writing  desk  for  the  neighborhood 
day  nursery ;  toys  for  the  nursery. 

Study  desks  and  chairs  for  the  individual  use  of  the  pupils. 
Skill  and  information  is  acquired  in  the  following  points:  Use  of 
more  complicated  means  of  joining,  such  as  half-lap,  and  mortise 
and  tenon  joints ;  skillful  use  of  common  tools ;  methods  of  finish- 
ing, such  as,  sandpapering,  oiling,  shellacing,  and  staining. 

Printing 

Projects  chosen  are  the  outgrowth  of  direct  needs  of  a  more 
complicated  nature  than  in  the  seventh  grade,  the  following  being 
typical :  cards,  posters,  announcements,  and  booklets.  Definite 
skill  is  acquired  in  imposing,  including  a  study  of  spacing  relative 
to  paragraph  and  marginal  spaces ;  preparing  material  for  press 
and  setting  it;  adjusting  and  running  press.  Knowledge  rela- 
tive to  modern  printing  and  publishing,  such  as,  linotype  machines, 
lead  casting  processes,  and  electrotyping,  is  also  acquired. 


Grade  VIII  163 

Constructive  Design 
The  general  principles  and  details  of  the  course  in  this  grade 
are  similar  to  those  enumerated  under  the  seventh  grade.     More 
complicated  projects  are  selected,  requiring  more  intensive  and 
extensive  work  in  design. 

Household  Arts — For  Girls 
The  three  phases  of  work  begun  in  the  seventh  grade  are  con- 
tinued, namely,  textiles  and  clothing;  foods,  nutrition,  and  sani- 
tation ;  and  art  problems  of  personal  apperance,  and  the  home. 

Textiles  and  Clothing 
The  work  for  the  eighth  grade  follows  directly  that  given  in 
the  seventh  grade.  The  aims  for  the  two  grades  are  identical. 
More  skill  and  greater  speed  are  emphasized,  and  better  results 
are  expected.  Working  on  outside  garments  calls  for  the  girls' 
most  careful  work.    More  accurate  fitting  is  also  necessary. 

Technical  Work  Taught. 

Hand  and  machine  sewing ;  review  of  previous  stitches  and 
processes.  Also  making  of  plackets,  putting  on  collars  and  cuffs, 
binding  of  armholes,  hemmed  and  flannel  patches,  either  simple 
French  embroidery  or  hemstitching. 

Laboratory  Work. 

1.  Mounting  of  samples  of  materials  suitable  for  the  articles 
they  will  make  during  the  year.  These  are  labeled  with  prices  and 
widths. 

2.  Patching  of  household  or  personal  articles. 

3.  White  petticoat  or  outside  skirt  of  Indian  head. 

4.  White  waist  or  Norfolk  blouse  of  Indian  head,  like  the 
skirt. 

5.  Simple  hand  made  Christmas  gift  hem-stitched  guest 
towel. 

This  course  is  supplemented  by  the  work  given  under  Per- 
sonal Appearance. 

Foods,  Nutrition,  and  Sanitation 

Aims. 

I.  To  teach:  elementary  food  values;  tin-  classification  of 
foods  with  reference  to  their  constituents  and  function  in  tin,' 
body ;  a  general  idea  of  balance  in  dirt. 


164  Spcycr  School  Ctirriiuluiii 

2.  To  strengthen  and  render  practicable  the  rules  for  cook- 
ing the  various  food  principles. 

3.  To  teach  the  application  of  these  principles  in  the  plan- 
ning, preparation,  and  serving  of  meals. 

4.  To  make  the  girl  independent  and  dependable  in  solving 
the  problems  of  the  home. 

Series  of  Lessons. 

I.     Classification  of  foods. 

Lesson     i.     Pack  lunch  box;  for  school  girl,  for  man. 

n.     Elements  governing  the  planning  of  meals ;  balance  in  diet ; 
market  conditions ;  economic  conditions ;  tastes  of  family. 
Lesson     2.     Selection  of  dishes  from  menu  cards  to  repre- 
sent possible  meals,  considering  elements ;  for  25^ ;  for 
SS<^ ;  for  50^. 
Lesson     3.     Planning    the    home    breakfast,    considering 
typical  breakfasts;  more  elaborate  breakfasts,  including 
fruit.     Cereal  cookery,  granular  and  flaked ;  attractive 
service. 

IIL     Preparation  of  dishes  suitable  for  breakfasts. 
Lesson     4.     Uses  of  left-over  cereals. 
Lesson     5.     Omelets  and  bacon. 
Lesson     6.     Potatoes — ways  of  preparing  left-over  boiled 

potatoes. 
Lesson     7.     Muffins. 
Lesson     8.     Plan  breakfast  to  be  served  next  time ;  mock 

service.    Prepare  cocoa  and  toast. 
Lesson     9.     Serve  breakfast,  to  cost  about  50^  for  four. 

IV.     Preparation  of  dishes  suitable  for  luncheons. 
Lesson  10.     Cream  soups. 

Lesson  11.     Escalloped  dishes — vegetables,  fish. 
Lesson  12.     Baking  powder  biscuit  and  orange  shortcake. 
Lesson  13.     Fresh  fruit  desserts. 
Lesson  14.     Salads. 
Lesson  15.     Plan  luncheon,  $1.00  for  four;  mock  service. 

Make  tea  and  cheese  crackers. 
Lesson  16.     Serve  luncheon. 


Grade  VIII  165 

V.     Preparation  of  dishes  suitable  for  dinner. 
Lesson   17.     Clear  soups. 
Lesson  18.     Broiled  meats  and  casseroles. 
Lesson  19.     Stuff ed  potatoes ;  creamed  turnips. 
Lesson  20.     Rolls. 
Lesson  21.     Prune  whip  ;  custard  sauce ;  as  typical  of  light 

puddings. 
Lesson  22.     Plan  dinner,  $1.00  for  four  ;  to  be  served  next 

time ;  mock  service.     Make  coffee  and  prepare  salted 

nuts. 
Lesson  23.     Serve  dinner. 

\l.      I.     Invalid  cookery  and  home  care  of  the  sick. 

Lesson  24,     Study  of  comfort  from  standpoint  of  invalid ; 

preparation  of  invalid  tray  and  suitable  dishes. 
2.     Infant  care  and  feeding. 
Lesson  25.     Demonstration   of   bathing   and    dressing   of 

baby ;   modified   milk.     Legislation   concerning  care   of 

babies ;  free  dispensaries ;  fresh  air  piers,  etc. 
Lesson  26.     Visit    "Infants'    Milk    Station,"    2287    First 

Avenue. 

VII.     Hospitality. 

Lesson  27.     Reception  to  parents  and  friends ;  make  ice 
cream  and  cake. 

Note. — At  some  time  during  the  course,  preferably  after  the 
serving  of  the  breakfast,  a  very  simple  luncheon  is  served  to  the 
class  in  the  "Table  Service  Laboratory"  in  the  Household  Arts 
Building  at  Teachers  College,  by  the  students  in  the  home  cookery 
and  table  service  course. 

Whenever  possible,  the  finished  products  are  sold  to  the 
family  in  the  Speyer  School  apartment  or  to  the  Manhattanvillc 
Day  Nursery. 

Art  Problems  of  Personal  Appearance,  and  of  the   Home 

At  present,  the  work  is  undifferentiated  for  the  seventh 
and  eighth  grades.  The  outline  under  the  seventh  grade,  page 
145,  is  used  for  the  girls  of  the  two  grades  meeting  together  for 
one  period  each  week.  A  full  year's  work  for  each  grade  will 
probably  be  developed  upon  the  basis  established  this  year. 


l66  Sl^cycr  School  Curriculum 

Fine  Arts 

Design. 

Line:  proportions  ;  shape  ;  cuttings  ;  divisions  ;  groupings  ; 
rhythm. 

Rectangle  designs  as :  in  calendars,  landscape  compositions  in 
line,  nature  subjects,  book  pages  and  covers,  mottoes,  book  plates, 
stencilled  designs  for  interior  decorations,  costume  designs,  wood 
work  designs — book-racks,  tables,  tie-racks,  etc. 

Tone:  massing;  two  values;  three  values;  m.any  values. 
All  designs  put  into  tone.  Spacing  for  problems  in  printing. 
Pose  in  two  values. 

Color:  hues ;  values ;  intensities ;  textures.  Out-door 
sketches  put  into  color.  Applied  to  all  designs  which  are  made 
as  in  the  re-decoration  of  the  school — sitting  room. 

Representation.  More  difficult  groups  of  objects  given 
involving  all  the  principles  of  perspective,  but  paying  particular 
attention  to  color  harmony  and  space  filling.  Pose  drawing  in 
three  values. 

In  the  seventh  and  eighth  grades  there  are  frequent  excur- 
sions to  museums  and  places  which  will  aid  in  their  study  of  de- 
sign.   Fine  examples  are  also  shown. 

Picture  Study:  See  outline  for  Grade  VII,  page  152. 

Geography 

This  year's  work  is  a  study  of  industrial  and  commercial 
geography,  but  with  sufficient  attention  to  physiographic  controls 
and  political  influences  to  make  it  a  comprehensive  review  and 
summary  of  all  of  the  phases  of  geography  previously  studied. 
The  industries  and  commercial  activities  of  United  States,  domes- 
tice  and  foreign,  receive  that  emphasis  which  they  deserve  because 
of  their  immediate  importance  to  us.  Why  the  United  States  leads 
in  certain  industries,  why  it  is  far  behind  in  others,  why  certain 
other  countries  lead  in  some  industries,  why  commerce  is  distrib- 
uted among  the  nations  as  it  is,  why  there  is  rapid  growth  in  indus- 
trial and  commercial  activities  in  certain  countries,  how  we  of  New 
York  are  directly  interested  in  many  of  the  large  questions  of 
changes  in  commercial  relations,  and  numerous  other  questions  of 
present  day  interest  are  discussed.  Geography  is  an  important 
element  in  many  of  the  discussions  of  current  events.  Maps, 
graphs,  and  charts  are  made  by  the  children  in  these  studies. 


Grade  VIII  167 

Robinson's  "Commercial  Geography"  is  used  as  a  chief  reference 
book,  but  many  other  sources  of  material  are  used.  Especially 
helpful  are  the  various  government  documents  available,  and  the 
current  periodicals,  daily,  weekly,  and  monthly.  Note  books  are 
kept  for  the  organization  of  important  materials. 

Nature-Study 

The  nature-study  or  elementary  science  work  is  almost  wholly 
covered  in  direct  connection  with  the  subjects  requiring  a 
knowledge  of  scientific  facts  and  principles — industrial  and  house- 
hold arts,  geography,  and  hygiene.  The  statement  made  for  this 
work  in  the  seventh  grade,  page  153,  is  applicable  in  this  grade 
also. 

Mathematics 

Thorough  review  of  all  fundamental  facts  and  processes,  in- 
cluding fractions,  decimals,  denominate  numbers,  and  percentage 
and  its  applications.  The  work  in  algebra  reviewed  and  extended. 
Mensuration  to  include  a  review  of  all  processes  in  finding  areas 
and  volumes  of  surfaces  and  solids.  Square  root ;  area  and  volume 
of  right  prisms,  cylinders,  and  spheres.  Comparison  of  areas  and 
volumes.  Problems  in  mensuration  of  all  kinds  having  practical 
utility  in  work  in  industrial  and  household  arts. 

Applied  work  involving  a  review  and  extension  of  all  common 
forms  of  business  practice,  simple  investments,  personal,  family, 
institutional  and  public  incomes  and  expenditures  as  these  pertain 
to  the  well  being  and  responsibility  of  the  individual.  Much  work 
in  rational  estimating.  Various  convenient  "short  cuts"  for  the 
solution  of  problems  are  familiarized. 

The  following  suggestions  for  problems  arising  out  of  every- 
day life  situations  are  typical  of  the  work  which  will  best  realize 
the  end  point  for  this  year's  study  of  mathematics: 

Rills,  discounts,  business  terms  and  practices  in  the  issue  and 
payment  of  bills. 

Commercial  papers:  Checks,  endorsements;  tracing  checks 
through  the  clearing  house ;  the  New  York  clearing  house  system. 
Notes,  negotiable,  and  non-negotiable ;  endorsements ;  interest ; 
bank  discount ;  mortgages.  The  theory  of  borrowing  anrl  loaning : 
borrowing,  and  loaning  as  investments;  security;  borrowing  to 
pay  cash  for  commodities  in  comparison  with  buving  on  credit  or 


l68  Speyer  School  CurriculiDn 

the  installment  plan.  Exchange,  domestic,  and  foreign;  drafts, 
letters  of  credit. 

Taxation.  City  budgets,  considering  especially  economy  in 
expenditures.  Graphical  representation  of  incomes  and  expendi- 
tures of  public  moneys.  Our  tariff  system  studied  with  specific 
reference  to  common  commodities  ;  reciprocity ;  custom  houses. 

Investments  in  stocks  and  bonds :  a  sufficient  study  of  current 
stocks  and  bonds,  local  and  general,  as  are  found  in  the  current 
newspapers  and  trade  journals,  to  give  a  notion  of  the  types  of 
stocks  and  bonds,  the  use  of  bonds  as  a  means  of  borrowing  money, 
of  the  numerous  swindling  operations  through  the  sale  of  spurious 
stocks,  of  the  distinction  between  legitimate  investment  in  stocks 
and  gambling,  and  of  the  wisdom  in  investing  in  stocks  and  bonds 
as  a  means  of  saving  and  of  securing  an  income.  The  Stock  Ex- 
change.   The  Produce  Exchange.    Brokerage. 

Insurance.  Property,  life,  and  accident  insurance.  Endow- 
ment policies  as  investments.  A  comparative  study  of  the  offer- 
ings of  different  companies  as  to  their  reasonableness  and  economy. 

Building  and  loan  associations.    Corporations. 

Rents,  Rental  for  living  apartments  or  houses,  and  for  busi- 
ness locations.    Rent  as  a  factor  in  the  cost  of  living. 

Educational  statistics.  The  cost  of  education  of  different 
types  per  pupil  or  student.  The  cost  of  education  to  the  state. 
Education  as  an  investment. 

Measuring  systems ;  their  development ;  our  systems ;  the 
metric  system. 

Study  of  representative  vocations  and  professions  as  a  basis 
for  an  intelligent  choice  of  a  life  calling.  Causes  of  current  fail- 
ures in  business.  Costs  of  different  vocational  activities  itemized 
and  compared — initial  capital,  running  expenses,  rent,  insurance, 
losses,  advertising,  taxes,  education,  professional  improvement, 
and  all  other  factors  which  must  necessarily  enter  into  considera- 
tion of  income  and  expenditures. 

Music 
Third  Phase. 

1 ,  Song  practice  carried  on  with  the  same  spirit  as  that  of 
the  seventh  year. 

2.  Program  Music :  Learning  to  interpret  the  music  in  the 


Grade  VIII  169 

light  of  the  accompanying  text  or  story.  Applying  knowledge 
previously  learned  in  observing  how  the  various  effects  are 
attained. 

3.  Pure  design  in  music :  Observing  how  design  is  devel- 
oped through  repetition  in  the  arts  that  appeal  to  the  eye.  Noting 
the  parallelism  in  the  repetition  of  music  and  the  other  arts.  Not- 
ing the  way  repetition,  as  used  in  music,  helps  to  classify  it. 
Learning  about  the  authors,  and  the  origins  of  the  various  forms 
studied. 

4.  The  Musical  Sentence.  Observing  how  a  musical  com- 
position is  like  a  discourse  with  sentences  grouped  into  paragraphs. 
Observing  that  the  way  in  which  paragraphs  are  grouped 
defines  instrumental  forms ;  learning  to  recognize  and  name  some 
of  these  forms.  Learning  typical  examples  and  how  they  are 
made. 

Program   Music,  and  Songs.     See  the  statement  for  the 
seventh  grade,  page  155,  which  applies  also  to  this  grade. 

Physical  Education  and  Hygiene 

The  statement  for  the  seventh  grade,  page  155,  applies  also  to 
this  year's  work. 


APPENDIX 

List  of  books  and  publishers  referred  to  by  numbers  and 
otherwise.    For  full  address  of  publishers,  see  list  following. 

I.     PROSE 

1.  Classic  Myths,  Judd Rand,  McNally 

2.  In  Mythlands,  I  and  II,  Beckwith Ed.  Pub.  Co. 

3.  In  the  Child  World,  Poulsson Bradley 

4.  Hawthorne's  Wonder  Book Ed.  Pub.  Co. 

5.  Nature  Myths,  Flora  J.  Cook Flanagan 

6.  Old  Greek  Stories,  Baldwin Amer.  Bk.  Co. 

7.  Heroes  of  Asgard,  A.  and  E.  Keary Macmillan 

8.  Story  of  Siegfried,  Baldwin Scribner 

9.  Language   Reader,   V,    Baker-Carpenter Macmillan 

ID.  Norse  Stories,  Mabie Houghton 

11.  Asgard   Stories,    Foster Silver 

12.  Lights  to  Literature,  II  and  III Rand,  McNally 

13.  Graded  Literature  Readers,  II  and  III Maynard,  Derrill 

14.  Old  Time  Stories,  Smythe Amer.  Bk.  Co. 

15.  Myths  Every  Child  Should  Know,  Mabie Doubleday,  Page 

16.  Stories  of  Nibelungen,  Schottenfels Flanagan 

17.  Age  of  Fable,  Bulfinch McKay 

18.  Myths  of  Northern  Lands,  Guerber Amer.  Bk.  Co. 

19.  Wagner  Opera  Stories,  Barber Pub.  Sch.  Pub.  Co. 

20.  In  the  Days  of  the  Giants,  Brown Houghton 

21.  Heroes  of  Myth,  Gilbert Silver 

22.  The  Nine  Worlds,  Litchfield Silver 

23.  For  the  Children's  Hour,  Bailey- Lewis Bradley 

24.  Williams'  Choice  Collection,  Bk.  I Amer.  Bk.  Co. 

25.  How  to  Tell  Stories,  Bryant Houghton 

26.  Fairy  Tales  Every  Child  Should  Know Doubleday,  Page 

27.  Fairy  Tales  and  Fables,  Baldwin Amer.  Bk.  Co. 

28.  Andersen's  Fairy  Tales,  Mrs.  H.  B.  Paul Warren 

29.  Grimm's  Fairy  Tales,  Wiltse Ginn 

30.  Classic  Stories,  McMurry Pub.  Sch.  Pub.  Co. 

31.  Language  Reader,  III,   Baker-Carpenter Macmillan 

32.  Heart  of  Oak  Books,  III,  Norton Heath 

33.  Heart  of  Oak  Books,  II,  Norton Heath 

34.  The  Fairy  Ring,  Wiggin  and  Smith McClure,  Phillips 

35.  Child  Life  Reader,  II,  Blaisdell Macmillan 

36.  Bible  Stories  for  The  Young,  Sheldon Welch 

37.  The  Bible. 

38.  The  Child's  Christ  Tales,  Hofer Proudfoot 

39.  In  Story  Land,  Harrison Sigma 

40.  Book  of  Legends,  Scudder Houghton 

170 


Appendix  171 

41.  Folk  Lore  Stories  and  Proverbs,  Wiltse Ginn 

42.  Child  Life  Reader,  III,  Blaisdell Macmillan 

43.  Adventures  of  a  Brownie,  Mulock Harper 

44.  Arabian  Nights Warne  or  Longmans 

45.  A  Kindergarten  Story  Book,  Hoxie Bradley 

46.  Robinson  Crusoe,  McMurry Pub.  Sch.  Pub.  Co. 

47.  Williams'  Choice  Collection,  I,  Intermediate Amer.  Bk.  Co. 

48.  Through  the  Year,  I,  Clyde-Wallace Silver 

49.  The  Story  Hour,  Wiggin  and  Smith Houghton 

50.  Lobo,  Rag  and  Vixen,  Seton Scribner 

51.  Wild  Animals  I  Have  Known,  Seton Scribner 

52.  Fanciful  Tales,  Stockton Scribner 

53.  Beautiful  Joe,  Saunders Amer.  Bap.  Pub.  Co. 

54.  Fifty  Famous  Stories  Retold,  Baldwin Amer.  Bk.  Co. 

55.  The   Cyr  Readers,  III Ginn 

56.  Danish  Fairy  Tales,  Bay Harper 

57.  Old  Stories  of  the  East,  Baldwin Amer.  Bk.  Co. 

58.  Thirty  More  Famous  Stories,  Baldwin Amer.  Bk.  Co. 

59.  Krag  and  Johnny  Bear,  Seton Scribner 

60.  Black   Beauty,   Sewell Page 

61.  Adventures  of  Robin  Hood,  Pyle Scribner 

62.  Alice  in  Wonderland,  Carroll Macmillan 

63.  King  Arthur  and  His  Knights,  Green Ginn 

64.  Little  Lame  Prince,  Craik Hea^h 

65.  Nonsense  Anthology,  Carolyn  Wells Scribner 

66.  William's  Choice  Collection,  II,  Intermediate Amer.  Bk.  Co. 

67.  The  Jungle  Book,  Kipling Century 

68.  Story  of  Ulysses,  Cook Pub.  Sch.  Pub.  Co. 

69.  Water  Babies,  Kingsley Ed.  Pub.  Co. 

70.  Uncle  Remus  Stories,  Harris Applcton 

71.  Eaton  Second  Reader Eaton 

72.  More  Classic  Stories,  McMurry Pub.  Sch.  Pub.  Co. 

73.  Stories  to  Tell,  Bryant Houghton 

74.  Summers  Second  Reader,  Maud  Summers Bcattys 

75.  Fairy  Tales,  Grimm,  tr.  by  Crane Lupton 

76.  Children's   Hour,  Tappan Houghton 

77.  Gulliver's  Travels,  Swift Any  good  edition 

78.  Swiss  Family  Robinson,  Wyss Any  good  edition 

79.  Viking  Talcs,   Hall Raiul.   McN.tHv 

80.  Just  So  Stories,  Kipling Douhk-day.  P.ige 

81.  Myths  from  Many  Lands,  Children's  Hour  Scries Ilonghton 

82.  Modern  Stories,  Ed.  by  Tappan Houghton 

83.  Fables  and  Folk  Stories,  Sciiddcr Houghton 

84.  More  Mother  Stories,  Maud  Lindsay Bradley 


172  Spcyer  School  Curriculum 

II.     POETRY 

1.  Songs  of  Tree  Top  and  Meadow,  McMnrry Pu.  Sch.  Pub.  Co. 

2.  Poems  Every  Child  Should  Know,  Mabie Doubleday,  Page 

3.  Three  Years  with  the  Poets,  Hazard Houghton 

4.  The  Posy  Ring,  Wiggin  and  Smith McClure,  Phillips 

5.  Nature  in  Verse,  Mary  I.  Lovejoy Silver 

6.  Poems  of  Childhood,  Field Scribner 

7.  Art  Literature  Readers,  H,  Chutter. Atkinson,  Mentzer 

8.  Finger  Plays,  Poulsson Lothrop 

9.  A  Book  of  Nursery  Rhymes,  Welsh Heath 

10.  A  Child's  Garden  of  Verse,  Stevenson Scribner 

11.  Language  Reader,  H,  Baker-Carpenter Macmillan 

12.  Child  Life  in  Verse,  Whittier Houghton 

13.  William's  Choice  Collection,  II,  Prim Amer.  Bk.  Co. 

14.  Language  Reader,  II,  Baker-Carpenter Macmillan 

15.  Children's  Hour,  Selected  Poems Houghton 

16.  Poems  and  Rhymes Houghton 

17.  Graded  Poetry Charles  Merrill 

IIL     PHYSICAL  EDUCATION 
Games  and  Folk  Dances 

Bancroft,  Jessie  H.     Games  for  Play-Ground,  Home  and  School.Macmillan 

Brower,  Josephine.     Morris  Dances Novello 

Burchenal,   Elizabeth.     Folk   Dances Schirmer 

Crawford,  Caroline.     Folk  Dances  and  Games Barnes 

Crampton,  C.  Ward.     The  Folk  Dance  Book Barnes 

Gomme,  Alice.     Dictionary  of  British  Folk  Lore David  Nutt 

Gray,  Maria.     Two  Hundred  Gymnastic  Games Freidenker 

Harper,  C.  A.     One  Hundred  and  Fifty  Gymnastic  Games Ellis 

Hofer,  M.  R.     Children's  Old  and  New  Singing  Games. Flanagan 

Hofer,  M.  R.     Folk  Dances  and  Games Flanagan 

Newell,  W.  W.     Games  and  Songs  of  American  Children Harper 

Parsons,  Bella  R.     Plays  and  Games Barnes 

Sharp  and  Macilvaine.    The  Morris  Book Curwin 

Stoneroad,  Rebecca.     Gymnastic  Plays  and  Games  for  Schools Heath 

Pageants  and  Festivals 

Craig,  Anna  A.     Dramatic  Festivals Putnam 

Chubb,  Percival.     Pageants  and  Festivals Harper 

Fletcher,  Alice.     Indian  Song  and  Legend Small,  Maynard 

Gardiner,  Edw.  N.,  Greek  Athletic  Festivals Macmillan 

Lincoln,  J.  E.  C.     The  Festival  Book Barnes 

IV.     INDUSTRIAL  ARTS 
Foods 

Carpenter,  F.  G.     How  the  World  Is  Fed Amer.  Bk.  Co. 

Chamberlain,  James  F.    How  We  Are  Fed Macmillan 


Appendix  173 

Farmer,  Fannie  Merritt.    Boston  Cooking  School  Cook  Book. Little.  Brown 

Lincoln,  Mar\'  J.     Boston  Cook  Book Little,  Brown 

Richards  and  Elliott.     Chemistry  of  Cooking  and  Cleaning, 

Whitcomb  &  Barrows 
Ronald,  Mary.     Century  Cook  Book Century 

Farmers'  Bulletins: 

No.     34.  Meats :  Composition  and  Cooking. 

No.     52.  The  Sugar  Beet. 

No.     74.  Milk  as  Food. 

No.     85.  Fish  as  Food. 

No.    93.  Sugar  as  Food. 

No.  121.  Beans,  Peas,  and  Other  Legimies  as  Food. 

No.  128.  Eggs  and  Their  Uses  as  Food. 

No.  131.  Household    Tests    for   Detection   of    Oleomargarine    and    Reno- 
vated Butter. 

No.  142.  Principles  of  Nutrition  and  Nutritive  Value  of  Food. 

No.  166.  Cheese  Making  on  the  Farm. 

No.  175.  Home  Manufacture  and  Use  of  Unfermented  Grape  Juice. 

No.  182.  Poultry  as  Food. 

No.  203.  Canned  Fruits,  Preserves,  and  Jellies. 

No.  241.  Butter  Making  on  the  Farm. 

No.  249.  Cereal  Breakfast  Foods. 

No.  252.  Maple  Sugar  and  Sirup. 

No.  256.  Preparation  of  Vegetables  for  the  Table. 

No.  293.  Use  of  Fruit  as  Food. 

No.  295.  Potatoes  and  Other  Root  Crops  as  Food. 

No.  298.  Food  Value  of  Corn  and  Corn  Products. 

No.  332.  Nuts  and  Their  Uses  as  Food. 

No.  348.  Bacteria  in  Milk. 

No.  359.  Canning  Vegetables  in  the  Home. 

No.  363.  The  Uses  of  Milk  as  Food. 

No.  375.  Care  of  Food  in  the  Home. 

No.  389.  Bread  and  Bread  Making. 

No.  413.  The  Care  of  Milk  and  Its  Uses  in  the  Home. 

Shelter 
Bevier,  Isabel.     The  House.     Lib.  of  Home  Econ..Amcr.  .Sch.  Ilnnu'  Econ 

Carpenter,  Frank.     How  the  World  Is  Housed .Amcr.  Rk.  Co. 

Chamberlain,  James  F.     How  We  Arc  Sheltered Macmillan 

Forman,  S.  E.     Stories  of  Inventions,  Ch.  XV Century 

Noyes,  William.     Handwork  in  Wood Man.  Arts  Press 

Noyes,  William.     Wood  and  Forest Man.  Arts  Press 

Seldon,  Frank  Henry.     Woodwork  for  the  Grades, 

Maudslay  Press,  Valley  City 


174  Spcyer  School  Curriculum 

Clothing 

Cotton 

Encyclopedia   P.rittanica.     191 1    Ed. 

Wilkinson,  Frederick.     The  Story  of  the  Cotton  Plant Appleton 

Dyeing 

Earle,  Alice  Morse.     Home  Life  in  the  Colonies Macmillan 

Hall,  Eliza  Calvert.     Hand-woven  Coverlets,  Ch.  on  Dyeing. 

Little,  Brown 
Hummel,  J.  J.     Coloring  Matter  for  Dyeing  Textiles McKay 

Flax 

Watson,  Kate  Heintz.     Textiles  and  Clothing Amer.  Sch.  Home  Econ. 

Worst,  Edw^ard  F.    Textile  Work  in  Linen.    Elem.  Sch.  Teacher,  p.  360, 
1904-05 Univ.  of  Chicago 

General 

Carpenter,  Frank.     How  the  World  Is  Clothed Amer.  Bk.  Co. 

Chamberlain,  James  F.     How  We  Are  Clothed Macmillan 

Dooley,  W.  H.     Textiles Heath 

Watson,  Kate  Heintz.     Textiles  and  Clothing Amer.  Sch.  Home  Econ. 

Projects 

Sage  and  Cooley.     Occupations  for  Little  Fingers Scribner 

Todd,  Mattie.     Hand-loom  Weaving Rand,  McNally 

Sewing 
Cooley,  Anna  M.    Domestic  Art  in  Woman's  Education Scribner 

Silk 
Corticelli  Book.     Corticelli  Silk  Co.,  Florence,  Mass. 
Cowan,  John  L.    The  Story  of  Silk  from  Cocoon  to  Fabric.    Set.  Amer. 

Vol.  69:  264-6,  Apr.  23,  1910. 
Kelly,  Henrietta  Aiken.     Silkworm  Culture.     Farmers'  Bull.  No.  165. 

Gov.  Ptg.  Office 
Spinning  and  Weaving 

Earle,  Alice  Morse.     Home  Life  in  the  Colonies Mason 

Forman,  S.  E.     Stories  of  Inventions,  Ch.  IX Century 

Hooper,  Luther.     Hand-loom  Weaving Macmillan 

Todd,  Mattie.     Hand-loom  Weaving Rand,  McNally 

Tests  of  Fabrics 
Herzog,  Alois.    The  Determination  of  Cotton  and  Linen.  .Teachers  College 

Wool 

Bowman,  F.  H.     Structure  of  the  Wool  Fibre Palmer,  Howe 

Encyclopedia   Brittanica.     191 1    Ed. 

Worth,  S.  N.  D.    The  Manufacture  of  Wool.    Pop.  Sci.  Mo.  39:  176-195 


Appendix  175 

Records 

Butler,  F.  O.     The  Story  of  Paper  Making. .  J.  W.  Butler  Paper  Co.,  Chic. 
Buxton,  G.  F.  and  Curran,  Fred  L.     Paper  and  Cardboard  Construc- 
tion      Menomonie,  Wis.  Press 

Cockerell,  Douglas.     Bookbinding  and  the  Care  of  Books Appleton 

Crane,  W.  J.  E.     Bookbinding  for  Amateurs Geo.  Bell  &  Sons,  London 

Cross,  C.  F.  and  Bevans,  E.  J.    Text  Book  of  Paper  Making. 

Spon  &  Chamberlain 

Dana,  John  C.     Notes  on  Bookbinding Library  Bureau 

Davenport,  Cyril.    The  Book,  Its  History  and  Development. 

Van  Nostrand  Co. 

Forman,  S.  E.     Stories  of  Inventions,  Ch.  X Century 

Franklin,  Benj.     Autobiography. 

Harding,  Samuel  Bannister.     Story  of  the  Middle  Ages,  Ch.  XVI. 

Scott,  Foresman 

Johnston,  Edw.     Writing,  Illuminating,  and  Lettering Macmillan 

Putnam,  G.  H.     Books  and  Their  Makers  During  the  Middle  Ages, 

2  vols Putnam 

Rawlings,  Gertrude  Burford.     The  Story  of  Books Appleton 

Sindall,  R.  W.     The  Manufacture  of  Paper Van  Nostrand  Co. 

Smith,  Adele  Millicent.     Printing  and  Writing  Materials,  Their  Evo- 
lution  Avil  Paper  Co.,  Philadelphia 

Utensils 

Pottery 

Binns,  C.  F.    The  Potter's  Craft Van  Nostrand 

Binns,  C.  F.     Story  of  the  Potter George  Newncs 

Davison,  R.  C.     Concrete  Pottery  and  Garden  Furniture Munn 

Frantz,  Henri.     French  Pottery  and  Porcelain Scribner 

Huddilston,  John  Homer.     Lessons  from  Greek  Pottery Macmillan 

Knowles,  W.  P.     Dutch  Pottery  and  Porcelain Scribner 

Moore,  N.  Hudson.     Delftware,  Dutch  and  English Stokes 

Moore,  N.  Hudson.     Old  China  Book Stokes 

Moore,  N.  Hudson.     Wedgwood  and  His  Imitators Stokes 

Owen,  Harold.     StaflFordshire  Pottery Dutton 

Rookwood  Book.     Cincinnati,  O Rookwood  Co. 

Smiles,  Samuel.    Josiah  Wedgwood Harper 

Solon,  L.  M.  E.     The  Art  of  the  Old  English  Potters Appleton 

Walters,  Henry  B.    History  of  Ancient  Potteries,  2  vols Scribner 

White,  Mary.     How  to  Make  Pottery Doublcday 

Baskets 

Tinsley,  Mrs.  Laura  Rollins.     Practical  and  Artistic  Basketry Barnes 

White,  Mary.     How  to  Make  Baskets Doublcday 

White,  Mary.    More  Baskets  and  How  to  Make  Them Doublcday 


176  Speyer  School  Curriculum 

Qjpper  Utensils 
Carpenter,  Frank.     How  the  World  Is  Housed.    Ch.  on  Copper. 

Amer.  Bk.  Co. 

Rocheleau.     Great  American  Industries.    Ch.  on  Copper Flanagan 

Rose,  Augustus  F.     Copper  Work Atkinson 

Sleffel,  Chas.  Conrad.     Working  in  Metals.     Children's  Lib.  of  Work 

and  Play Doubleday 

Boxes  of  Cardboard 
Buxton,  G.  F.  and  Curran,  F.  L.    Paper  and  Cardboard  Construction. 

Menomonie,  Wis. 

Tools,  Machines,  Weapons 

Adams,  Jos.  H.     Harpers'  Electricity  for  Boys Harpers 

Carhart  and  Chute.     Elements  of  Physics AUyn  and  Bacon 

Child,  Chas.  T.     The  How  and  Why  of  Electricity Van  Nostrand 

Forman,  S.  E.     Stories  of  Inventions Century 

Houston,  Edw.  J.     Electricity  in  Every-day  Life Collier 

Jenks,  Tudor.     Electricity  for  Young  People Stokes 

WoodhuU,  John.     Elementary  Science Amer.  Bk.  Co. 


PUBLISHERS 

Postoffice  addresses  of  publishers  of  books  and  pictures  re- 
ferred to  in  the  foregoing  pages. 

BOOKS 

Ainsworth  &  Co.,  378  Wabash  Ave.,  Chicago. 

Allyn  &  Bacon,  Boston,  Chicago. 

Altemus,  Henry,  507  Cherry  St.,  Philadelphia. 

American  Baptist  Publishing  Society,  1420  Chestnut  St.,  Philadelphia. 

American  Book  Company,  100  Washington  Square,  New  York. 

American  Museum  of  Natural  History,  New  York. 

American  Publishing  Company,  424  Asylum  St.,  Hartford,  Connecticut. 

American  School  Home  Economics,  506  W.  69th  St.,  Chicago. 

American  Tract  Society,  150  Nassau  St.,  New  York. 

Appleton,  D.  &  Co.,  35  West  32nd  St.,  New  York. 

Atkinson,  Mentzer  &  Co.,  238-240  Adams  St.,  Chicago. 

Barnes,  A.  S.  &  Co.,  381  Fourth  Ave.,  New  York. 

Bay  View  Pub.  Co.,  sold  to  Hurst  &  Co.,  395  Broadway,  New  York. 

Beattys,  Frank  D.  &  Co.,  395  Lafayette  St.,  New  York. 

Black,  A.  L.,  London. 

Bobbs-Merrill  Co.,  9  W.  Washington  St.,  Indianapolis. 

Bradley,  Milton,  Boston,  New  York,  Chicago. 

Burt,  A.  L.  &  Co.,  52-58  Duane  St.,  New  York. 

Caldwell,  H.  M.  &  Co.,  208-218  Summer  St.,  Boston. 

Cassell  &  Co.,  43-45  E.  19th  St.,  New  York. 

Century  Co.,  33  East  17th  St.,  New  York. 

Chautauqua  Press,  Chautauqua,  New  York. 

Church,  John,  Co.,  Chicago. 

Collier,  P.  F.  &  Son,  416  W.  13th  St.,  New  York 

Crowell,  T.  Y.  &  Co.,  426-428  Broadway,  New  York. 

Curwin,  London. 

De  Wolf,  Fiske  &  Co.,  365  Washington  St.,  Boston. 

Ditson  Co.,  150  Tremont  St.,  Boston. 

Dodd,  Mead  &  Co.,  312  Fifth  Ave.,  New  York. 

Doubleday,  Page  &  Co.,  Garden  City,  New  York. 

Dutton,  E.  P.  &  Co.,  31  W.  23rd  St.,  New  York. 

Eaton  &  Company,  Chicago. 

Educational  Publishing  Company,  Chicago. 

Ellis,  Geo.  H.  &  Co.,  272  Congress  St.,  Boston. 

Estes,  Dana  &  Co.,  208  Summer  St.,  Boston. 

Fergus  Printing  Company,  22  Lake  St.,  Chicago. 

Flanagan,  A.,  266  Wabash  Ave.,  Chicago. 

Foster,  Chas.,  Pub.  Co.,  716  Sansom  St.,  Philadelphia. 

Freidenker,  Milwaukee. 

Funk  &  Wagnalls,  44-60  East  23rd  St.,  New  York. 

Ginn  &  Co.,  Boston,  Mass.     Also  New  York  and  Chicago. 

Globe  Sch.  Bk.  Co.     .Sold  to  World  Bk.  Co. 

177 


178  S^^eyer  School  Curriculum 

Harper  &  Brothers,  Franklin  Square,  New  York. 

Heath,  D  C.  &  Co.,  1 10-120  Boylston  St.,  Boston;  also  New  York  and  Chic. 

Holt,  Henry  &  Co.,  New  York;  also  Chicago. 

Houghton  Mifflin  Co.,  4  Park  St.,  Boston;  also  New  York  and  Chicago. 

Hurst  &  Co.,  395  Broadway,  New  York. 

Jennings  &  Pie,  now  Jennings  &  Graham,  220  West  4th  St.,  Cincinnati. 

Laird  &  Lee,  263-265  Wabash  Ave.,  Chicago. 

Lane.  John,  67  Fifth  Ave.,  New  York. 

Lee  &  Shepard.  Lothrop,  L.  &  S.,  93  Federal  St.,  Boston.    See  Lothrop. 

Library  Bureau,  37  S.  Wabash  Ave.,  Chicago;  also  New  York. 

Lippincott.  J.  B.  &  Co.,  Washington  St.,  Philadelphia. 

Little.  Brown  &  Co.,  Boston. 

Longmans.  Green  &  Co.,  443  Fourth  Avenue,  New  York. 

Lothrop,  Lee  &  Shepard,  93  Federal  St.,  Boston. 

Lovell,  Frank  F.  Book  Co.,  66  Park  Place,  New  York. 

Lupton,  F.  M.,  23  City  Hall  PL,  New  York. 

Lyon  &  Healy,  Chicago. 

Macmillan  Co.,  66  Fifth  Avenue,  New  York;  also  Chicago. 

Manual  Arts  Press,  Peoria,  Illinois. 

Maynard.  Merrill  &  C-:.,  Boston. 

McClure,  Phillips  &  Co.,  44-60  East  23rd  St.,  New  York. 

McClurg,  A.  C.  &  Co.,  1^,15  Wabash  Ave.,  Chicago. 

McKay,  David,  610  Washington  St.,  Philadelphia. 

McLaughlin  &  Reilly  Co.,  406  Colonial  Bldg.,  Boston. 

Merrill,  Chas.  E.  &  Co.,  New  York. 

Munn  &  Co.,  361  Broadway,  New  York. 

Nelson,  Thos.  &  Sons,  381  Fourth  Ave.,  New  York. 

Newnes,  Geo.,  London. 

Newson  &  Co.,  27  W.  23rd  St.,  New  York. 

New  York  World,  New  York. 

Novello,  Ewer  &  Co.,  21  E.  17th  St.,  New  York. 

Nutt,  David,  London. 

Old  South  Work,  Directors  of.  Old  South  Meeting  House,  Boston. 

Orange  Judd  &  Co.,  315  Fourth  Ave.,  New  York. 

Outlook  Publishing  Co.,  287  Fourth  St.,  New  York. 

Oxford  Press,  Oxford,  Pennsylvania. 

Oxford  University  Press,  American  Branch,  91  Fifth  Ave.,  New  York. 

Page  &  Co.,  200  Summer  St.,  Boston. 

Palmer  Co.,  120  Boylston  St.,  Boston. 

Pilgrim  Press.  Boston,  Chicago. 

Proudfoot,  A.  Hope,  Auditorium,  Chicago. 

Public  School  Publishini-r  Company,  Bloomington,  Illinois. 

Putnam's  Sons,  G.  P.,  j  West  45th  St.,  New  York. 

Rand.  McNally  &  Co.,  42  East  22nd  St.,  New  York. 

Revell,  F.  H.  &  Co.,  80  Wabash  Ave.,  Chicago. 

Row,  Peterson  &  Co.,  215  Wabash  Ave.,  Chicago. 

Sanborn,  Benj.  H.  &  Co.,  120  Boylston  St.,  Boston. 


Appendix  179 

Scott,  Foresman  &  Co.,  Chicago,  New  York. 

Scribner's  Sons,  Charles,  153-157  Fifth  Ave.,  New  York. 

Scudder  Bros.,  630  W.  6th  St.,  Cincinnati. 

Sigma  Publishing  Co.,  210  Pine  St.,  St.  Louis. 

Silver,  Burdett  &  Co.,  New  York,  Boston. 

Small,  Alaynard  &  Co.,  15  Beacon  St.,  Boston. 

Spaulding,  A.  G.,  &  Co.,  Chicago. 

Spon  &  Chamberlain,  123  Liberty  St.,  New  York. 

Stanford,  London,  Use  McClurg,  Chicago. 

Stokes,  F.  A.  &  Co.,  443  Fourth  Ave.,  New  York. 

Stone,  H.  S.  &  Co.,  Elbridge  Court,  Chicago. 

Summy,  Clayton  F.  Co.,  220  Wabash  Ave.,  Chicago. 

University  of  Chicago  Press,  58th  St.  and  Ellis  Ave.,  Chicago. 

University  Publishing  Co.,  27-29  West  23rd  St.,  New  York. 

Van  Nostrand,  D.  Co.,  25  Park  Place,  New  York. 

W^arne,  Frederick  &  Co.,  12  East  23rd  St.,  New  York. 

Welch,  W.  M.  Co.,  179  Illinois  St.,  Chicago. 

Whitaker  &  Ray  Co.,  San  Francisco. 

Whitcomb  and  Barrows,  Huntington  Chambers,  Boston. 

Wilde,  A.  E.,  Cincinnati. 

Wiley,  John  &  Sons,  41-45  East  19th  St.,  New  York. 

World  Book  Co.,  Park  Hill,  Yonkers,  N.  Y. 

PICTURES,  POTTERY  AND  CASTS 
Brown,  Geo.  P.,  38  Lovell  St.,  Boston.  Brown's  Famous  Pictures. 
Chicago  Art.  Ed.  Co.,  215  Wabash  Ave.,  Chicago.   Pictures  and  Pottery. 
Cosmos  Pictures  Company,    119  W^est  25th  St.,  New  York.     Cosmos 

Pictures. 
Hennecke,  C.  Co.,  Milwaukee,  Wisconsin.    Casts,  statuary,  etc. 
Montross  Gallery,  550  Fifth  Ave.,  New  York.     Montross  Prints. 
Perry  Pictures  Co.,  Maiden,  Massachusetts.     Perry  Pictures. 
Tissot   Picture  Society,  27   East  22nd   St.,   New   York.     Tissot   Bible 

Pictures. 
University  Travel,  Bureau  of,  201   Clarendon  St.,  Boston.     University 

Prints. 


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